Tony Gregory (Dublin Central, Independent)
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Question 433: To ask the Minister for Education and Science the names and number of national schools in Dublin 1, 3 and 7 which have suffered a reduction in resource teachers during the school year 2005-06; the reason for the reduction in each case; if this matter will be reviewed in view of the high number of children with special educational needs in these schools; and if she will make a statement on the matter. [36411/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The specific information requested for schools in Dublin 1, 3 and 7 is not readily available to my Department. The Deputy will be aware that the general allocation of learning support-resource teachers, LS-RTs, is intended to cater for children with learning support and high incidence special educational needs. The system was constructed in order that LS-RT allocations would be based on pupil numbers, taking into account the differing needs of the most disadvantaged schools and the evidence that boys have greater difficulties than girls in this regard. The new system has a number of benefits associated with it: it puts resources in place on a more systematic basis, thereby giving schools more certainty about their resource levels; it facilitates early intervention as the resource is in place when the child enrols; it reduces the need for individual applications and supporting psychological assessments; and it allows flexibility to school management in the deployment of resources, leading to a more effective and efficient delivery of services.

In introducing the general allocation system transitional arrangements were also introduced whereby transitional hours were allocated to schools to cater for children for whom individual teaching resources had previously been allocated but which it would not have been possible for the school to continue to provide from its general allocation. In the circumstances no child should have experienced a loss of resource teaching support. It has, however, always been the case that schools that were in receipt of resource teacher support in respect of pupils with special educational needs would lose teacher support, either full posts or part-time hours, when the pupils who triggered the extra support left the school.

In the circumstances I do not propose to restore learning support or resource teachers to schools that no longer need them. It is intended that a review of the general allocation model will be undertaken within three years of operation. Officials from my Department have discussed the concerns of these schools with the Irish National Teachers Organisation and requested that they send any information that they feel supports a case for additional special needs supports to my Department. We are awaiting full details in order that the case can be considered.

There are now over 5,000 teachers in our primary schools working directly with children with special needs, including those requiring learning support. This compares to fewer than 1,500 in 1998. One out of every five primary school teachers is now working specifically with children with special needs. I am also pleased to advise the Deputy that in the next two years 500 extra teachers will be allocated in primary schools to reduce class size and tackle disadvantage.

Tony Gregory (Dublin Central, Independent)
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Question 434: To ask the Minister for Education and Science the reason a school (details supplied) in Dublin 7 has suffered a reduction from four to 2.7 resource teachers and if the four teachers will be restored. [36412/05]

Joe Costello (Dublin Central, Labour)
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Question 491: To ask the Minister for Education and Science the reason a school (details supplied) in Dublin 7 which had an allocation of four resource teachers until 2005 has had the allocation reduced to 2.7 teachers; and if she will make a statement on the matter. [36995/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 434 and 491 together.

As the Deputies will be aware, the general allocation of learning support-resource teachers, LS-RTs, is intended to cater for children with learning support and high incidence special educational needs. The system was constructed in order that LS-RT allocations would be based on pupil numbers, taking into account the differing needs of the most disadvantaged schools and the evidence that boys have greater difficulties than girls in this regard.

The new system has a number of benefits associated with it: it puts resources in place on a more systematic basis, thereby giving schools more certainty about their resource levels; it facilitates early intervention as the resource is in place when the child enrols; it reduces the need for individual applications and supporting psychological assessments; and it allows flexibility to school management in the deployment of resources, leading to a more effective and efficient delivery of services.

In introducing the general allocation system transitional arrangements were also introduced whereby transitional hours were allocated to schools to cater for children for whom individual teaching resources had previously been allocated but which it would not have been possible for the school to continue to provide from its general allocation. In the circumstances no child should have experienced a loss of resource teaching support. The general allocation for the school referred to by the Deputies is two full-time teaching posts and 17.5 part-time hours. Prior to the introduction of the new general allocation system, the school had four special education teaching posts. It has always been the case that schools that were in receipt of resource teacher support in respect of pupils with special educational needs would lose teacher support, either full posts or part-time hours, when the pupils who triggered the extra support left the school.

In the circumstances I do not propose to restore learning support-resource teachers to schools that no longer need them. It is intended that a review of the general allocation model will be undertaken within three years of operation. 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 this remains the case.

There are now over 5,000 teachers in our primary schools working directly with children with special needs, including those requiring learning support. This compares to fewer than 1,500 in 1998. One out of every five primary school teachers is now working specifically with children with special needs. I am also pleased to advise the Deputies that in the next two years 500 extra teachers will be allocated in primary schools to reduce class size and tackle disadvantage. This will mean that class size will be significantly reduced in the coming years. This will benefit all pupils, including those with special educational needs in mainstream classes, including the school referred to by the Deputies.