Jan O'Sullivan (Limerick East, Labour)
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Question 466: To ask the Minister for Education and Science the locations of special dedicated classes for pupils with autism in mainstream post-primary schools; the number of children attending such classes; the pupil-teacher ratio in such units; and if she will make a statement on the matter. [19247/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department provides a range of supports to second level school management to enable schools to cater for pupils with special educational needs including the needs of pupils with autism. The supports in question include remedial and additional teaching support, special needs assistant support and funding for the purchase of specialised equipment.

As the Deputy is aware, 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 second level, approximately 1,654 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 our second level schools.

With effect from 1 January 2005, the National Council for Special Education (NCSE) has taken over key functions from my Department in relation to special educational provision. The NCSE was formally established as an independent statutory body on the 1st October 2005 under the Education for Persons with Special Educational Needs Act 2005. The Council acts under the broad policy direction of my Department but has the resources and the remit to play the leading role in the delivery of education services to children with disabilities/special needs.

The NCSE co-ordinates with the health services, schools and other relevant bodies regarding the provision of education and related support services to children with disabilities/special needs.

The responsibilities of the NCSE include the following:

—Deciding on applications for additional teaching support in respect of children with disabilities with special educational needs at second level;

—Deciding on applications for special needs assistant (SNA) hours;

—Processing applications for school placement in respect of children with disabilities with special education needs.

The Department supports the education of individual students with autism in various second level schools throughout the country. 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 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. In general where a special class for pupils with autism is established by my Department, such classes are staffed by one teacher and two special needs assistants and can cater for a maximum of six pupils though the number in attendance can vary as pupils attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.

In recent years, my Department has supported the establishment of a number of special classes for pupils with autism in mainstream post primary schools. The organisation of such provision is a significant task of the National Council for Special Education. Special classes are currently in operation in post primary schools in Celbridge, Co. Kildare, Fairview, Co. Dublin, Cashel, Co. Tipperary and Kilcoole, Co. Wicklow. Discussions are ongoing between the NCSE and a number of other post primary schools with a view to establishing further classes of this nature.

The NCSE, through the local Special Educational Needs Organiser (SENO) will process the relevant application for resources and inform the school of the outcome. It is important to note that in the case of decisions on additional teaching and SNA support, the SENO will outline the process to the school and parents, where appropriate, and will at the end of the process outline the basis on which the decision was made.

In addition, my Department's Teacher Education Section has developed a strategy designed to meet the continuing professional development needs of personnel working with children with special educational needs. This involves a major expansion of the range of post-graduate professional training programmes available to teachers in the special needs area and the ongoing development of the Special Education Support Service (SESS) to support schools staff locally.

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.

Jan O'Sullivan (Limerick East, Labour)
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Question 467: To ask the Minister for Education and Science the duties and responsibilities of the National Council for Special Education in advance of the full implementation of the Education for Persons with Special Educational Needs Act 2004 and of the establishment of teams of qualified persons to carry out assessments of needs; the basis on which SENOs decide the needs of a child in the absence of such teams; and if she will make a statement on the matter. [19248/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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There are over 70 Special Educational Needs Organisers (SENOs) employed by the National Council for Special Education (NCSE) since September 2004, who have been deployed on a nationwide basis, with at least 1 SENO being deployed in each county. The SENO acts as a focal point of contact for parents and schools in relation to the education of children with special educational needs.

In advance of the full implementation of the Education for Persons with Special Educational Needs Act, 2004 (EPSEN) the following functions are the responsibility of the NCSE with effect from 1 January 2005: a) processing applications for resource teacher support in respect of children with low incidence disabilities and deciding on the level of support appropriate to the school; b) processing applications for special needs assistant support for children with disabilities and deciding on the level of support appropriate to the school; c) examining applications for special equipment/assistive technology and making recommendations to the Department of Education & Science; d) examining applications for transport arrangements for children with disabilities and making recommendations to the Department of Education & Science; e) identifying appropriate educational settings for individual children with special educational needs.

While many sections of the Act have already commenced, the remaining sections relate mainly to the statutory assessment and education plan process for which the Act provides. These cannot come into effect without the NCSE having an opportunity to present an implementation report to my Department which it must do before 1 October 2006. The Council is currently engaged in a consultative process with a view to the submission of the implementation report.

Jan O'Sullivan (Limerick East, Labour)
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Question 468: To ask the Minister for Education and Science if she will address the serious difficulties encountered by second level students with special needs who have had a full-time special needs assistant at primary school and have to manage with greatly reduced assistance when they move to second level; and if she will make a statement on the matter. [19249/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department provides a range of supports to second level schools to enable them 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.

As the Deputy is aware 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 there are now approximately 5,000 teachers working directly with children with special needs, including those requiring learning support. This compares to under 1,500 in 1998.

At second level, approximately 1,654 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 our second level schools.

The general allocation model at primary level is based on the premise that all primary schools have children with learning support or high incidence special educational needs. Early intervention support at primary ensures that many children do not need additional support at second level.

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

With effect from 1 January 2005, the National Council for Special Education (NCSE) has taken over key functions from my Department in relation to special educational provision. The NCSE was formally established as an independent statutory body on the 1st October, 2005 under the Education for Persons with Special Educational Needs Act 2005. The Council acts under the broad policy direction of my Department but has the resources and the remit to play the leading role in the delivery of education services to children with disabilities/special needs.

The NCSE co-ordinates with the health services, schools and other relevant bodies regarding the provision of education and related support services to children with disabilities/special needs.

The responsibilities of the NCSE include the following:

—Deciding on applications for additional teaching support in respect of children with disabilities with special educational needs at second level;

—Deciding on applications for special needs assistant hours;

—Processing applications for school placement in respect of children with disabilities with special educational needs.

Under the new arrangements, the Council, through the local Special Educational Needs Organiser (SENO) will process the relevant application for resources and inform the school of the outcome. It is important to note that in the case of decisions on additional teaching and SNA support, the SENO will outline the process to the school and parents, where appropriate, and will at the end of the process outline the basis on which the decision was made.

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.