Eamon Gilmore (Dún Laoghaire, Labour)
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Question 27: To ask the Minister for Education and Science if she has received a copy of the ASTI survey on special needs 2006; her views on its findings which include widespread delays in securing assessments and resources for children with special needs and lack of training for teachers in this area; and if she will make a statement on the matter. [19887/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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My Department provides a range of supports to second level schools to enable them to cater for students with special educational needs. 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 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 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 (SNA) hours; and

—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.

Since the establishment of the National Educational Psychological Service (NEPS) in 1999, the number of NEPS psychologists has increased from 43 to 122 at present. In common with many other psychological services, NEPS operates a staged model of service to schools, whereby an initial referral usually leads to a consultation and provision of advice to teachers and parents on appropriate teaching and management strategies. Progress is kept under review and only those children who fail to respond to these interventions will need to see a psychologist. This allows psychologists to offer early appointments to children who are in urgent need of support and early advice to teachers in respect to those children whose needs are perhaps less pressing but who still need additional help in school. NEPS is committed to early intervention with pupils with Special Educational Needs in primary schools in order to address the needs of such pupils at the earliest point in their schooling, Support for such students in second level schools is likely to be based on a review of needs rather than a repeat of the formal psycho-educational assessment.

Given the increasing number of children with special needs now availing of the opportunity of a mainstream second level education, my Department has put in place a strategy which involves the provision of training and support at initial teacher education and also the provision of training and support for continuous professional development.

In terms of initial teacher education, the Education Degree and Higher Diploma in Education programmes include elements on the learning difficulties of pupils as part of a general alertness orientation programme.

Separate post-graduate programmes for Learning Support Teachers and Special Education Needs Teachers are provided by seven third-level institutions with the support of my Department. In addition, a new combined post-graduate programme of training for Learning Support and Special Education Needs is being offered to teachers from September 2006. My Department also funds a Masters Programme in Special Education Needs which is offered in St. Patrick's College.

The Special Education Support Service (SESS) was established in 2003 to consolidate, co-ordinate, develop and deliver a range of professional development initiatives and support to teachers working with special needs. A very significant expansion of this Service is in progress which will greatly enhance the service provided to schools.

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 measures outlined 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.