Bernard Durkan (Kildare North, Fine Gael)
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Question 293: To ask the Minister for Education and Science when she expects to achieve optimum requirements in terms of speech and language therapy in the various schools throughout the country; the areas most in need with a view to meeting their requirements at an early date; and if she will make a statement on the matter. [20223/06]

Bernard Durkan (Kildare North, Fine Gael)
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Question 295: To ask the Minister for Education and Science the extent to which she expects to improve the remedial, resource or special needs teaching facilities in main stream education throughout the country in respect of both teachers, special needs assistants or other facilities required; and if she will make a statement on the matter. [20225/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 293 and 295 together.

The Deputy is aware of the 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 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. Indeed, one out of every five primary school teachers is now working specifically with children with special 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 approximately 200 teachers that were in place 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. 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 relation to increasing the number of Special Needs Assistants 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.

My Department also provides funding for the purchase of assistive technology and/or specialised equipment where appropriate.

All primary and post-primary schools have access to psychological assessments for their pupils, either directly through my Department's National Educational Psychological Service (NEPS) psychologists or through the Scheme for Commissioning Psychological Assessments (SCPA) that is administered by NEPS. Schools that do not currently have NEPS psychologists assigned to them may avail of the SCPA, whereby the school can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly. Details of this process and the conditions that apply to the scheme are available on my Department's Website.

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.

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