Bernard Durkan (Kildare North, Fine Gael)
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Question 643: To ask the Minister for Education and Science her plans for the expansion of resource teaching facilities here; and if she will make a statement on the matter. [33167/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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There has been enormous progress made over recent years in increasing the number of teachers in our schools who are specifically dedicated to providing education for children with special educational needs. At primary level there are now approximately 5,000 teachers in our schools working directly with children with special needs, including those requiring learning support. This compares with fewer than 1,500 in 1998. One out of every five primary school teachers is now working specifically with children with special needs.

At second level, there are approximately 1,580 whole-time equivalent resource teachers in place to support pupils with special educational needs. This compares with approximately 200 teachers who were in place in the 1997-1998 school year for such pupils.

On the capital side, under the prioritisation criteria for large-scale building projects, the provision of specialist accommodation for children with special needs attracts a band 1 rating. This is the highest rating possible which is indicative of my Department's commitment to ensuring that where accommodation needs are identified, these are addressed in the shortest timeframe possible.

I will continue to prioritise the issue of special needs education and, in co-operation with the National Council for Special Education and the education partners, ensure that all children with special needs are adequately resourced to enable them to meet their full potential.

Bernard Durkan (Kildare North, Fine Gael)
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Question 644: To ask the Minister for Education and Science the extent to which she intends to expand or improve remedial teaching services here; and if she will make a statement on the matter. [33168/05]

Bernard Durkan (Kildare North, Fine Gael)
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Question 680: To ask the Minister for Education and Science her proposals to increase the number of resource, remedial or other special needs teachers at various schools throughout the country; and if she will make a statement on the matter. [33204/05]

Bernard Durkan (Kildare North, Fine Gael)
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Question 681: To ask the Minister for Education and Science her plans to increase the number of special needs assistants at primary or second level throughout the country; and if she will make a statement on the matter. [33205/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 644, 680 and 681 together.

There has been enormous progress made over recent years in increasing the number of teachers in our schools who are specifically dedicated to providing education for children with special educational needs. At primary level there are now approximately 5,000 teachers in our primary schools working directly with children with special needs, including those requiring learning support. This compares with fewer than 1,500 in 1998. One out of every five primary school teachers is now working specifically with children with special needs.

At second level, there are approximately 1,580 whole-time equivalent resource teachers in place to support pupils with special educational needs. This compares with approximately 200 teachers who were in place in the 1997-1998 school year for such pupils. Enormous progress has also been made in relation to increasing the number of special needs assistants, SNAs, in our schools who specifically cater for the care needs of children with special educational needs. At this stage there are approximately 6,650 whole-time equivalent SNAs in our primary and second level schools supporting children with special needs. The National Council for Special Education, through its network of locally based special educational needs organisers, is responsible for processing any applications for additional SNA support that may be received by it from schools.

I will continue to prioritise the issue of special needs education and, in co-operation with the National Council for Special Education and the education partners, ensure that all children with special needs are adequately resourced to enable them to meet their full potential.