Paul Gogarty (Dublin Mid West, Green Party)
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Question 475: To ask the Minister for Education and Science the timeframe for the proposed earlier review of general allocations in the context of the development of a new policy framework for educational inclusion notwithstanding the review of the general allocation scheme that will take place in three years. [26342/05]

Paul Gogarty (Dublin Mid West, Green Party)
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Question 476: To ask the Minister for Education and Science if there has been any confusion among principals and teachers regarding the definitions of high incidence special educational needs and low incidence special educational needs in the context of whether to use the general allocation scheme or individual resource applications; if there is any quick adjudication or assessment system to determine borderline cases; and if she will make a statement on the matter. [26336/05]

Paul Gogarty (Dublin Mid West, Green Party)
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Question 477: To ask the Minister for Education and Science the feedback which is available to ensure that Department circulars in relation to the general allocation scheme and support by the most appropriate teacher are adhered to; the mechanisms which are in place to provide such feedback; and if she will make a statement on the matter. [26340/05]

Paul Gogarty (Dublin Mid West, Green Party)
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Question 478: To ask the Minister for Education and Science the measures which have been put in place to ensure that, in taking a staged approach to assessment, identification and learning programme planning for pupils with special educational needs, schools of a similar size and setting establish a uniform system of screening, identification and diagnostic testing to assist in the selection of pupils for additional support, in line with the guidance provided in the learning support guidelines. [26338/05]

Paul Gogarty (Dublin Mid West, Green Party)
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Question 480: To ask the Minister for Education and Science if there has been any feedback from schools regarding the effects of the reorganisation of teaching resources for pupils who need additional support in mainstream primary schools; and if she will make a statement on the matter. [26337/05]

Paul Gogarty (Dublin Mid West, Green Party)
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Question 481: To ask the Minister for Education and Science if a survey or questionnaire has been sent out or is planned to study the impact of the general allocation scheme on the provision of resource teaching hours for pupils with high incidence special educational needs and those who require learning support. [26341/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 475 to 478, inclusive, 480 and 481 together.

As the Deputy is aware, my Department announced the new general allocation system last May with a view to it being implemented in all primary schools with effect from the start of the current school year. The general allocation scheme is designed to ensure that each school has enough resource teaching hours to meet the needs of children with high incidence special needs such as dyslexia and learning support needs. Resource teaching hours for children with low incidence special needs, such as hearing impairment, will continue to be provided on the basis of an individual application for each child.

In the intervening months, my officials have dealt with a significant level of queries in relation to the operation of the system in the form of both telephone calls and written correspondence. Their experience has been that while there were some initial concerns expressed by some schools as to the possible impact of the new model, these concerns were largely as a result of schools requiring further clarity in relation to their own particular situation. I add that this is not surprising given that the change from the previous allocation system to the general allocation system was indeed a major change and it was inevitable that schools would have a large number of queries as to how the new system would operate.

At this stage my officials are confident that initial difficulties that were experienced by some schools in relation to issues such as clustering arrangements and the creation of full-time posts by combining general allocation hours and low incidence hours have been resolved in the vast majority of cases. In many of these cases it was possible to adjust the clustering arrangements to rectify geographical difficulties or to sanction additional teaching posts where the number of hours allocated to the school warranted such posts.

A comprehensive circular, Sp Ed 02/05, was issued to schools in September 2005 in relation to the organisation of teaching resources for pupils who need additional support. Schools are advised in the circular to establish a staged approach to assessment, identification and learning programme planning for pupils with special educational needs. This advice is in keeping with advice that has been provided to schools in previous circulars and in the learning support guidelines and the NEPS model of service. A staged approach to identification and intervention is also advocated in the report of the task force on dyslexia and is in keeping with the terms of the Education for Persons with Special Educational Needs Act 2004.

Guidance for schools is provided in the circular for each step of the staged process. Three worked examples of how the staged can be put into operation in different school settings are provided. It is not advocated that schools should establish a uniform system of screening, identification and diagnostic testing in relation to the selection of pupils for additional support. Rather they should use the guidance in the documents that have been provided to develop policies and procedures to suit the circumstances of the school and the needs of the pupils. Further guidance and advice in relation to the establishment of whole-school procedures can be sought from NEPS by schools who have an assigned NEPS psychologist and from the primary curriculum support programme trainers who provide in-service support for all schools on the implementation of the learning support guidelines.

I am also satisfied that, on the basis of the information that has been provided to schools, and with the assistance that is available to schools from the Department, the National Council for Special Education and the National Educational Psychological Service, there is no confusion amongst principals and teachers regarding the definitions of high incidence and low incidence special needs.

Furthermore, as indicated above, my Department has received and continues to receive feedback from schools on the general allocation system through telephone calls and written correspondence. My officials also engage on an ongoing basis with the education partners in relation to all aspects of the education system, including the general allocation system. I am satisfied that through these avenues there is ample opportunity for feedback on the general allocation system.

As indicated in the circular that has issued to schools, the general allocation system will be reviewed within the next three years. The format of this review and whether a survey or questionnaire of schools will take place has not yet been decided upon. However, the position of disadvantaged schools may be reviewed at an earlier stage in the context of the development of a new policy framework for educational inclusion.

I am satisfied that at this stage the general allocation system is working well and has been favourably received by schools. My Department will continue to work with schools and the education partners with a view to ensuring that this remains the case going forward.