Catherine Murphy (Kildare North, Independent)
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Question 316: To ask the Minister for Education and Science, in view of her announcement on 29 September 2005 regarding an extensive school investment programme, the provisions which are being made within this project for special classes and units to be established within these mainstream schools; if specific guidelines for the establishment of such units and classes exist; if not, her plans to establish such guidelines; and if she will make a statement on the matter. [27072/05]

Catherine Murphy (Kildare North, Independent)
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Question 317: To ask the Minister for Education and Science if, in view of her announcement on 29 September 2005 regarding an extensive school investment programme, her Department will provide extra teacher training, two permanent special needs teaching posts, and a commitment of financial assistance for the future development of a purpose built special class building for a school that is attempting to establish a special class for children with autistic spectrum disorders and cannot obtain these resources through the NCSE; and if she will make a statement on the matter. [27073/05]

Catherine Murphy (Kildare North, Independent)
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Question 318: To ask the Minister for Education and Science if, in view of her announcement on 29 September 2005 regarding an extensive school investment programme, her Department will commit to assisting the family of a child with a disorder on the autistic spectrum in their attempts to place the child in a special class based within a mainstream secondary school; and if she will make a statement on the matter. [27074/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 316 to 318, inclusive, together.

There has been enormous progress made over the past number of years in the provision of resources, including accommodation, for special needs pupils. I am continuing to prioritise provision to ensure that all pupils with special needs are adequately resourced to enable them to meet their full potential.

On my plans to deliver 23 new post-primary schools and four new primary schools under a major expansion of the Government's public private partnership from 2006 to 2009, I can confirm that provision will be made in these schools for pupils with special educational needs. The level and range of accommodation and resources to be provided is likely to vary from school to school depending on the specific type of provision to be made and the specific needs of pupils presenting.

The details on individual schools will be factored into accommodation briefs following an examination of all the issues concerned by the National Council for Special Education, NCSE, in association with the school planning section of my Department.

The Deputy will be aware that with effect from 1 January 2005 the NCSE has taken over responsibility for processing resource applications for children with disabilities who have special educational needs. These responsibilities include the following: deciding on applications for additional teaching support in respect of children with disabilities with special educational needs at second level; deciding on applications for special needs assistant, SNA, hours; and processing applications for school placement in respect of children with disabilities with special educational needs.

The NCSE allocates additional teaching and other resources in accordance with my Department's resourcing policies to support the special educational needs of children with disabilities. Under the new arrangements, the council, through the local special educational needs organiser, SENO, will process the relevant application for resources and inform the school of the outcome. It is important to note that in the case of decisions on additional teaching and SNA support, the SENO will outline the process to the school and parents, where appropriate, and will at the end of the process outline the basis on which the decision was made.

My Department supports the education of individual students with autism in various second level schools throughout the country. The precise model of provision made available will depend on the assessed needs of the pupils involved. Some students are capable of attending ordinary classes on an integrated basis with additional teacher and/or special needs assistant support. In other cases, placement in special dedicated classes or units attached to the school may be the more appropriate response. Such special classes operate at significantly reduced pupil teacher ratios. In general where a special class for pupils with autism is established by my Department, such classes are staffed by one teacher and two special needs assistants and can cater for a maximum of six pupils. However, my Department provides for a flexible approach to applying these standard ratios to allow for individual school and pupil factors to be taken into account. Students attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.

Where a school wishes to establish a special class in order to meet the special educational needs of children with disabilities, an application must be submitted to the relevant SENO. In this regard, it is my Department's understanding that the establishment of such a class for pupils with autism within the school in question is currently under consideration. Other issues such as training, accommodation/buildings, furnishing and fittings should be applied for by the school authorities to my Department by way of normal procedure.

I am confident that the advent of the NCSE will prove of major benefit in ensuring that all children with special educational needs receive the support they require, when and where they require it.