Catherine Murphy (Kildare North, Independent)
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Question 502: To ask the Minister for Education and Science the special educational services available to children with Down's Syndrome at both primary and secondary school levels; and if she will make a statement on the matter. [23935/06]

Catherine Murphy (Kildare North, Independent)
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Question 503: To ask the Minister for Education and Science if children diagnosed with Down's Syndrome are precluded from being allocated special needs assistants if they have been enrolled in preschool education from an early age; and if she will make a statement on the matter. [23936/06]

Catherine Murphy (Kildare North, Independent)
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Question 504: To ask the Minister for Education and Science the number of children with Down's Syndrome currently attending primary and secondary schools in the State; if it is the preferred policy of her Department that children with Down's Syndrome attend mainstream schools or special schools; if within mainstream schools children with Down's Syndrome are usually accommodated in special classes or in mainstream classes; the number of special classes in mainstream schools which accommodate students with Down's Syndrome; and if she will make a statement on the matter. [23937/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 502 to 504, inclusive, together.

As the Deputy will be aware, my Department provides a range of teaching and care supports for children with special educational needs, including children with Down Syndrome. The precise level of support is determined by the special educational needs of the particular child.

Children with Down Syndrome are entitled to additional provision in primary school, either under the terms of the general allocation system of teaching supports if the assessment places the child in the high incidence disability category or through an allocation of additional resources if the child is assessed as being within the low incidence category of special need, as defined by my Department's circular.

Children with Down Syndrome who have been enrolled in a pre-school are not precluded from being allocated special needs assistant support (SNA) in the primary and post primary school system. The need for SNA support is determined by the special educational needs organisers in the context of the criteria outlined in my Department's circular.

The position at second level is similar in that my Department provides a range of supports to second level schools to enable them to cater for pupils with special educational needs including pupils with Down Syndrome. The supports in question include learning support and additional teaching support, SNA support and funding for the purchase of specialised equipment.

My Department's policy is to ensure the maximum possible integration of children with special educational needs into ordinary mainstream schools. The precise model of provision made available 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 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 at post primary level may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.

Specific data in relation to the number of Down Syndrome pupils attending primary and post-primary schools nationwide is not available in my Department. Similarly, it is not possible to confirm the numbers of those pupils attending mainstream schools who are either integrated into mainstream classes or alternatively enrolled in special classes. As indicated above, the precise model of intervention is based on the assessed needs of the individual child. Pupils assessed as being Down Syndrome do not attend special classes specifically for Down Syndrome pupils. Rather it is the case that, if appropriate, they would enrol in a special class for pupils with an assessed general learning disability (GLD) e.g. a class for pupils with a mild GLD or moderate GLD.

I am satisfied that the mechanisms are in place to provide appropriate resources for children with special needs in our schools, including those with Down Syndrome.