David Stanton (Cork East, Fine Gael)
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Question 247: To ask the Minister for Education and Science if her attention has been drawn to the report (details supplied) published by the ESRI; if the findings of the report that in education people with disabilities aged 25 to 34 are four times less likely to have a qualification beyond primary level and are half as likely to reach third level as their peers; her plans to address this situation. [21837/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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There is evidence to confirm that the proportion of students with a disability is growing in third level. The preliminary results of a recent survey of participation in third level conducted by the Association for Higher Education Access and Disability, AHEAD, indicate that participation by students with a disability in third level education has improved over the past five years and in 2003-04 represented 2.4% or 2,732 of all undergraduate students in higher education institutions compared to a participation rate of 0.6% ten years before in 1994.

A substantial proportion of this rise in participation is accounted for by increased participation or identification of students with specific learning difficulties, such as dyslexia, who form over 52% of students with a disability. Other categories and percentages include 16% who have a mobility disability, 5% who are blind or visually impaired, 7% who are deaf or hard of hearing, 8% who have mental health difficulties and 12% who have other disabilities. The fund for students with disabilities, which is administered by the national office, provides support for students who have serious sensory, physical or learning disabilities. The aim of the fund is to assist students with disabilities to access and participate fully in higher and further education by providing support for the provision of equipment and services.

The types of supports and assistance for which funding can be sought fall into three broad categories, namely, assisting technology equipment and software, such as AT items that are directly linked to the students disability, learning support, including personal assistance, and transport, for example, for students with a physical disability who cannot avail of public transport. Under the fund for students with disabilities for the 2004-05 academic year, the total number of individual students provided with funding was 1,459 with 332 group applications also benefiting. The total amount allocated under this fund for 2004-05 was €6.7 million.

In addition to the above, the enactment of the Education for Persons with Special Educational Needs Act 2004 and the establishment of the National Council for Special Education, which has been operational since 1 January 2005, provide a legislative and structural framework for the support of all children with disabilities. The Act provides a comprehensive legislative framework to govern the delivery of these services while the establishment of the National Council for Special Education will improve and speed up the delivery of services to pupils with special needs, their parents and schools.

I would point out to the Deputy that the Government has provided an unprecedented level of resources to enable children with disabilities to achieve their full potential. As of next September, there will be over 5,000 teachers in our primary schools working directly with children with special needs, including those requiring learning support. This compares to under 1,500 in 1998. One of every five primary school teachers is now working specifically with children with special needs. Furthermore, the number of special needs assistants has increased from approximately 300 in 1998 to over 6,300 today. I can assure the Deputy that the Government is deeply committed to improving services for children with special needs.