Catherine Murphy (Kildare North, Independent)
Link to this: Individually | In context

Question 557: To ask the Minister for Education and Science the number of primary school students with special educational needs who will require accommodation in special educational units and classes at secondary school level in the future; the provision being made to ensure that such facilities are available for these students to transition between primary and secondary school without interruption to their special educational provision; the number of support staff, that is speech and language therapists, occupational therapists and psychologists her Department estimates will be required to provide for the needs of these students; if her Department has set aside adequate resources to provide for the needs of these children in their secondary school education; and if she will make a statement on the matter. [34046/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

My Department provides a range of supports to second level schools to enable them to cater for students with special educational needs transferring from primary level. The supports in question include remedial and resource teaching support, special needs assistant support and funding for the purchase of specialised equipment.

As the Deputy is aware enormous progress has been made in the past number of years in relation to 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 working directly with children with special needs, including those requiring learning support. This compares to under 1,500 in 1998.

At second level approximately 1,614 whole time equivalent additional teachers are in place to support pupils with special educational needs. This compares to the approximately 200 teachers that were in place in 1998 for such pupils. In addition, there are 532 whole time equivalent learning support teachers and approximately 1,023 whole time equivalent special needs assistants, SNAs, in our second level schools.

The general allocation model at primary level is based on the premise that all primary schools have children with learning support or high incidence special educational needs. Early intervention support at primary level ensures that many children do not need additional support at second level.

The precise model of provision made available at second level 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. Students attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.

The Deputy will be aware that my Department's National Educational Psychological Service provides direct contact and services to children and young adults who need the support of an educational psychologist. The provision of speech and language therapists, occupational therapists and other health related supports is a matter for the health services.

With effect from 1 January 2005, the National Council for Special Education, NCSE, has taken over key functions from my Department in relation to special educational provision. The NCSE was formally established as an independent statutory body on 1 October 2005 under the Education for Persons with Special Educational Needs Act 2005. The council acts under the broad policy direction of my Department but has the resources and the remit to play the leading role in the delivery of education services to children with disabilities-special needs.

The NCSE co-ordinates with the health services, schools and other relevant bodies regarding the provision of education and related support services to children with disabilities-special needs. The responsibilities of the NCSE 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.

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 will continue to ensure that the necessary resources are made available for the education of children with special needs. 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.