Written answers

Tuesday, 28 March 2006

Department of Education and Science

Special Educational Needs

11:00 pm

Photo of Catherine MurphyCatherine Murphy (Kildare North, Independent)
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Question 504: To ask the Minister for Education and Science the number of children who are in receipt of special educational assistance such as special needs assistant support; the number of these children expected to progress to second level education in 2006, 2007 and 2008; if provision has and or will be made for these children to continue to receive their special educational supports upon transitioning to secondary education; and if she will make a statement on the matter. [12276/06]

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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The Deputy will be aware that, with effect from 1 January 2005, the National Council for Special Education, NCSE, has taken responsibility for processing applications for resources in respect of children with disabilities who have special educational needs at primary and post-primary levels. Under these arrangements, the NCSE, through local special educational needs organisers, SENOs, processes applications for resources from schools and informs the schools of the outcomes.

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. The NCSE is not in a position to advise my Department as to the numbers of pupils in primary schools in receipt of supports nor the numbers transferring to second level schools in the coming years. However, I can say that there has been enormous progress made over the past number of years towards increasing the number of teachers in our schools who are specifically dedicated to providing education for children with special educational needs. At second level, approximately 1,653 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 1,102 whole time equivalent special needs assistants, SNAs, in second level schools.

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 availing of these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.

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.

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