John Deasy (Waterford, Fine Gael)
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Question 1342: To ask the Minister for Education and Science the additional teaching hours available to a profoundly deaf student (details supplied) to assist them in their leaving certificate year; and if concessions are given to them regarding the number of points required to enter third level education. [29393/06]

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 including children with hearing impairment. 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 1,820 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 533 whole time equivalent learning support teachers and approximately 1,319 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 the Department of Education and Science 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 the Department of Education and Science 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 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. Students attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.

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 the case of the school referred to by the Deputy, an additional allocation of 3.74 teaching posts and 3 special needs assistant posts has been granted to cater for the special educational needs of its pupils including the needs of the pupil in question.

Pupils with disabilities are encouraged to indicate this on their CAO application form. The sole purpose of this is to allow Higher Educational Institutes to consider, in consultation with the pupil, any specific support needs the pupil may have. Some Higher Education Institutes may also take account of such disabilities of specific learning difficulties in considering the provision of special admission procedures. 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.