Bernard Durkan (Kildare North, Fine Gael)
Link to this: Individually | In context

Question 561: To ask the Minister for Education and Science when she expects to meet in full the requirement in respect of special needs teachers and assistants in all schools here with particular reference to speech and language therapy requirements, remedial, resource or other special needs; the optimum number of positions awaiting to be filled in this regard; and if she will make a statement on the matter. [13545/06]

Bernard Durkan (Kildare North, Fine Gael)
Link to this: Individually | In context

Question 562: To ask the Minister for Education and Science when she expects to be in a position to meet the requirements in terms of accommodation, staff, remedial, resource or special needs teachers and classroom assistants in each of the schools at primary and post-primary level in Leixlip, Kilcock, Celbridge, Maynooth, Naas and Clane; her plans over the course of the next 12 months in this regard; and if she will make a statement on the matter. [13546/06]

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

I propose to take Questions Nos. 561 and 562 together.

My Department's policy is to ensure the maximum possible integration of children with special educational needs, SEN, into ordinary mainstream schools. Where mainstream provision is not appropriate children can be catered for in special schools that are dedicated to particular disability groups. There are 106 special schools in the country. These schools cater for children from four to 18 years of age and each school enjoys a significantly reduced pupil-teacher ratio and other staffing supports. Additional special needs assistant, SNA, support is provided if deemed necessary. Special schools also receive increased rates of capitation funding.

Children with SEN can also attend special classes attached to certain ordinary mainstream schools. All special classes enjoy the same increased levels of staffing and funding as are made available to the special schools. Children with SEN attending special classes attached to ordinary schools may also, where appropriate, be integrated into ordinary classes for periods of the school day.

As the Deputy is aware, a general allocation scheme has been introduced under which mainstream primary schools have been provided with resource teaching hours, based on enrolment figures, to cater for children with high incidence SEN such as dyslexia, and those with learning support needs. All schools were notified of their general allocation for the 2005-06 school year last May.

The Deputy will be aware that the National Council for Special Education, NCSE, through the local special educational needs organiser, SENO, is responsible for processing applications from schools for special needs supports such as resource teaching hours and SNA support for children with low-incidence SEN, based on applications in respect of individual pupils. Once a school has been advised of its general allocation and the SENO has allocated hours and SNA support, if appropriate, in respect of pupils with low incidence SEN, it is a matter for the school authority to recruit the relevant staff.

There has been enormous progress in recent years in increasing the number of teachers in our schools who are specifically dedicated to providing education for children with SEN. 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 to fewer than 1,500 in 1998. One out of every five primary school teachers is now working specifically with children with special needs.

In the area of second level provision, my Department provides a range of supports for second level schools to enable them to cater for students with special educational needs transferring from primary level. The supports in question include learning support and resource teaching support, special needs assistant support and funding for the purchase of specialised equipment. At second level, approximately 1,653 whole-time equivalent additional teachers are in place to support pupils with special educational needs. This compares to approximately 200 teachers in 1998 for such pupils. In addition, there are 532 whole-time equivalent learning support teachers.

The precise model of provision made available at second level will depend on the assessed needs of the pupils involved. Some pupils are capable of attending ordinary classes on an integrated basis with additional teacher and-or SNA 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. Pupils attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.

Enormous progress has also been made in increasing the number of SNAs in our schools who specifically cater for the care needs of children with special educational needs. There are over 7,300 whole-time equivalent SNAs in primary and second level schools supporting children with special needs. I confirm that 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 educational needs are adequately resourced to enable them to meet their full potential.

I advise the Deputy that responsibility for the provision of therapy services rests with the Health Service Executive.

The areas to which the Deputy refers, like many areas located within close proximity to Dublin, continue to experience population growth, a position that almost inevitably places some strain on existing educational provision. I am pleased to inform the Deputy that a range of significant measures has been undertaken by my Department to address the current and future need for pupil places in the areas in question. The following is an outline of the measures undertaken by my Department to ensure that there are adequate places available in these areas to meet demand.

In the Naas locality, at primary level, an entire new school has been provided at Killashee, while temporary accommodation has been provided at Scoil Corbáin, St. Conleth's and St. Mary's national school and St. Conleth's Naofa. Temporary accommodation has also been approved at Caragh national school, St. Corban's national school, Gaelscoil Nás na Ríogh and Scoil Naomh Brighde. A brand new state-of-the-art 16-classroom school, together with a double autistic unit, was also opened this September in Naas town. This project, in particular, will assist in easing any difficulties for primary pupil places in Naas. Additionally, there are proposals to improve accommodation at St. David's national school and Two Mile House national school. The long-term accommodation needs of the national schools at Ballycane, Caragh and the Convent of Mercy are also being assessed.

At post-primary level, the management authority of St. Patrick's post-primary school, County Kildare VEC is progressing plans to relocate the school and extend capacity to 1,000 pupil places. Additionally, an extension project is under construction at St. Mary's College, which will increase capacity at the school to 900 pupils. A similar extension is under construction at Meánscoil Iognáid Rís and further accommodation needs at the school are in planning.

In Clane, in 2004, St. Patrick's boys' school was given capital funding which enabled the school to build two mainstream classrooms and three resource rooms. The school authority recently applied for further additional accommodation. At post-primary level, Clane community school has applied for additional accommodation. Both applications are currently being assessed in the school planning section of my Department.

In addition to the above and as the Deputy will be aware, following widespread local consultation, my Department recently published an area development plan for the N4-M4 corridor. This plan covers the area from Leixlip to Kilbeggan and includes Kilcock, Celbridge and Maynooth. The plan outlines my Department's long-term educational strategy at both primary and post-primary level for these areas and the implementation of the recommendations in the plan is being considered in the context of the school building and modernisation programme from 2006 onwards subject to the prioritisation criteria for large-scale building projects.

In Kilcock an extension project at Gaelscoil Uí Riada is under way and the extension project at Gaelscoil Choca Naofa has been approved to commence architectural planning this year. At post-primary level an extension project at Scoil Dara was recently completed which has increased capacity to 875 pupils.

In Maynooth a new 16-classroom school is to be provided for Scoil Uí Fhiaich. The project has been approved to commence architectural planning this year. An extension project at Maynooth Presentation Convent is at an advanced stage of architectural planning.

Other schools in these areas are also being examined to ensure that the existing accommodation is adequate to meet the current and future needs of the area. All of these initiatives represent huge capital investment and demonstrate my Department's commitment to meeting the needs of the areas concerned. The school planning section of my Department will keep the position under review to ensure that any additional emerging needs are met as expeditiously as possible.