Finian McGrath (Dublin North Central, Independent)
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Question 357: To ask the Minister for Education and Science the amount of public money which was spent on legal cases challenging families of children with disabilities in 2005 and 2006; and if she will make a statement on the matter. [13916/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The Deputy will appreciate that my Department does not expend public funds in a process of challenging through the legal process the parents of children with disabilities. However, where the parents of children with special educational needs initiate litigation proceedings against the State in which my Department is a named party, every effort is made to resolve matters without the proceedings in question progressing to an advanced stage. In this regard, I wish to assure the Deputy that I am always conscious of my duty to ensure that funds allocated to my Department are effectively applied for the purposes intended in an economical and efficient manner.

I wish to emphasise that legal costs incurred by the State in defending those cases which are brought to court are not met directly by my Department. In accordance with financial procedures in cases involving damages or compensation against the State, costs are generally charged to the Chief State Solicitor's office Vote as sanctioned by the Attorney General.

My Department meets the legal costs of plaintiffs where there is a settlement or an order for costs against the State where my Department is named. The Department has spent the following amounts in 2005 and this year to date in special needs cases in which the Minister for Education and Science is a defendant, respondent or notice party. In 2005, a sum of €1,600,009.11 was spent while a total of €16,736.51 has been spent in 2006.

There has been enormous progress made over 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, approximately 5,000 teachers in our primary schools now work directly with children with special needs, including those requiring learning support. This compares to fewer than 1,500 in 1998. Indeed, one out of every five primary school teachers is now working specifically with children with special needs.

At second level, approximately 1,647 whole-time equivalent additional teachers are in place to support pupils with special educational needs. This compares to approximately 200 teachers who were in place in 1998 for such pupils. In addition, there are 532 whole-time equivalent learning support teachers.

Enormous progress has also been made regarding increasing the number of special needs assistants, 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.

In addition, my Department spends over €30 million on school transport and over €3 million towards specialised equipment and materials for pupils with special educational needs.

I can 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.

Billy Timmins (Wicklow, Fine Gael)
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Question 358: To ask the Minister for Education and Science the position regarding a school (details supplied) in County Wicklow which was due to close on Friday, 31 March without funding; the resources which where announced by her last week in relation to same; and if she will make a statement on the matter. [13917/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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As outlined previously to the Deputy, the National Council for Special Education, NCSE, through the special education needs organiser, SENO, sanctioned a third pre-school or early intervention class for children with autistic spectrum disorders to the school concerned on 21 March 2006 to facilitate the enrolment of specific named pupils pending further investigation into appropriate education provision for these pupils. An additional teaching post was sanctioned on a temporary basis until the end of the current school year to support this class.

In addition, the SENO sanctioned 11 part-time special needs assistants, SNAs, on 21 March 2006 to cater for the individual care needs of the children attending the pre-school or early intervention special classes. There are now 18 part-time SNAs sanctioned to the school to cater for the children attending these pre-school or early intervention special classes.

I wish to also advise the Deputy that the two original temporary pre-school or early intervention teaching posts sanctioned by my Department to the school previously have now been sanctioned as posts of indefinite duration, formerly known as permanent posts, for as long as there are sufficient appropriately referred children to warrant these special classes.

The need for the continuance of the third pre-school or early intervention class is being considered by the NCSE. Factors such as the needs of the individual children, levels of existing provision in the area and geographical location of the attendees are matters that the NCSE will need to take into account in making a decision on the matter.

I can confirm that I will continue to prioritise the issue of special needs education for children with autism and, in co-operation with the National Council for Special Education, ensure that all children with special needs are adequately resourced to enable them to meet their full potential.