Catherine Murphy (Kildare North, Independent)
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Question 216: To ask the Minister for Education and Science the policy development and strategies which are being considered in view of the evolving nature of information and interventions for children with specific or special learning needs; and if she will make a statement on the matter. [22031/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I wish to advise the Deputy that officials of my Department continually meet with representatives of children with special educational needs (SEN) including various disability bodies, parents of children with disabilities and SEN, educationalists in colleges of education and university special education course deliverers. My officials participate in international committees that focus on the area of SEN; many undergo post-graduate courses in SEN and are aware of recent publications in the area of SEN. Consequently, they are familiar with recent developments in SEN, both in information and interventions. This enables my officials to contribute to policy development and to changes in strategies and practices.

Recent evidence of such policy development and strategies include the general allocation of learning support/resource teachers to all primary schools and the associated publication of an advice circular to these schools. Revised Guidelines on Learning Support have also issued to schools and my Department is currently preparing Guidelines on the inclusion of students with SEN at Post-Primary level.

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. 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.

Enormous progress has also been made in relation to increasing the number of Special Needs Assistants (SNAs) 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.

The Deputy will be aware that the National Council for Special Education (NCSE) became operational with effect from 1st January 2005. The functions of the NCSE as set out in the Education for Persons with Special Educational Needs Act, 2004 include:

∙advising my Department in relation to any matter relating to the education of children and others with disabilities;

∙consulting with such voluntary bodies as the Council considers appropriate, (being bodies whose objects relate to the promotion of the interests of, or the provision of support services to, persons with disabilities) for the purposes of ensuring that their knowledge and expertise can inform the development of policy by the Council and the planning and provision of support services, and

∙conducting and commissioning research on matters relevant to the functions of the Council and, as it considers appropriate, to publish in such form and manner as the Council thinks fit the findings arising out of such research.

I am aware that the NCSE is currently preparing Guidelines on the Individual Education Plan Process in the context of its obligations under the Education for Persons with Special Educational Needs Act 2004.

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.

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.