Bernard Durkan (Kildare North, Fine Gael)
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Question 1214: To ask the Minister for Education and Science the reason that the advertised post for a temporary teacher required for a special school in County Mayo from 1 September 2005 was filled by a teacher who did not have the training and experience in working with visual and hearing impaired children specified as necessary in the advertisement; the further reason a temporary teacher with eight years' experience in the school and the training and experience in working with visual and hearing impaired children was rejected for the post; the further reason that the fourth paragraph of section six of the regulations governing the appointment and retention of teachers in primary schools for the school years 2005-06 was ignored. [40166/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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Responsibility for the recruitment and appointment of staff rests with the board of management of the school concerned subject to my Department's rules and guidelines governing the appointment and retention of teachers in schools. These rules state that a fully qualified primary teacher must be appointed to all vacancies arising in schools.

The Deputy should note that the fourth paragraph of section six of the regulations governing the appointment and retention of teachers in primary schools for the school year 2005-06 has not been ignored in this case as it appears that the school has appointed a fully qualified primary teacher. It is my understanding that the person referred to by the Deputy is not recognised by my Department as a qualified primary school teacher.

With regard to teacher training, the Deputy may be interested to know that my Department established the special education support service which is based at Cork Education Centre in September 2003. The aim of the service is to enhance the quality of teaching and learning with particular reference to the education of children with special needs. The service provides support for school personnel working with pupils and students with special educational needs in a variety of educational settings including special schools and special classes. Professional development and support is available to principals, middle management in schools, class teachers, subject teachers, special-class teachers, resource teachers and special needs assistants.

It is open to the management authorities in schools to address any additional training needs for staff employed in their schools through the special education support service.