Written answers

Tuesday, 17 October 2006

Department of Education and Science

Special Educational Needs

7:00 pm

Photo of Ivor CallelyIvor Callely (Dublin North Central, Fianna Fail)
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Question 539: To ask the Minister for Education and Science the number of remedial and support teachers and classroom assistants that have been put in place over the past five years; and if she will make a statement on the matter. [32953/06]

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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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 primary level, there are now more than 5,000 teachers in our primary schools working directly with children with special needs, including those requiring learning support. This compares to approximately 2,485 in 2001. At second level, approximately 1,836 whole-time equivalent additional teachers are in place to support pupils with special educational needs. This compares to approximately 559 whole-time equivalent teachers that were in place in the 2001/2002 school year for such pupils. In addition, there are 534 whole-time equivalent learning support teachers.

With regard to special needs assistants (SNAs), I can confirm that there are approximately 6,706 whole-time equivalent SNAs employed in primary schools nationwide compared to approximately 2,800 posts in 2001. At second level there are currently 1337.91 whole-time equivalent SNAs compared to 292.89 in the 2001/2002 school year.

Photo of Ivor CallelyIvor Callely (Dublin North Central, Fianna Fail)
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Question 540: To ask the Minister for Education and Science the policy in relation to the provision of Educational services and supports for people with autism; and if she will make a statement on the matter. [32954/06]

Photo of Ivor CallelyIvor Callely (Dublin North Central, Fianna Fail)
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Question 541: To ask the Minister for Education and Science the number of places available in the school system for people with autism; the number of people on the waiting list for services; and if she will make a statement on the matter. [32955/06]

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 540 and 541 together.

The Deputy will be aware of my commitment to ensuring that all children, including those with Autistic Spectrum Disorders, receive an education appropriate to their needs. The following autism-specific educational provision has been established: 171 Special Classes for children with autism, attached to special and mainstream schools; 5 Special Classes for children with Asperger's Syndrome; 16 preschool classes to facilitate the demand for early intervention provision for children on the autistic spectrum; 12 Stand Alone facilities providing an Applied Behavioural Analysis (ABA) specific methodology on a pilot basis. Approval has also been given for the establishment of a further two such facilities.

My Department considers that all children with special educational needs, including children with autism, should have access to appropriate education through the primary, special and post-primary school network where they have access to qualified teachers, a range of autism-specific teaching methodologies and have maximum opportunities for integration with their peers. A multi-skills approach is used with teachers using, as appropriate, a range of teaching methodologies including Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH), ABA (Applied Behavioural Analysis) and Picture Exchange Communication System (PECS).

Pupils with autism, who are fully integrated into mainstream school, receive individual teaching support for a number of hours per week as well as support from special needs assistants and specialist equipment if required. Special classes for autism sanctioned by my Department can cater for a maximum of 6 children and in general each class is staffed by one teacher and at least two special needs assistants.

As the Deputy is aware, the National Council for Special Education (NCSE) came into operation on 1st January 2005. One of the specific functions of the NCSE, through its network of local special educational needs organisers (SENOs), is to identify appropriate educational placements for all children with autism. The SENO is a focal point of contact for parents and schools. The SENO's role extends to ensuring that there is sufficient provision available within the primary and post primary sector for all children with autism. Further such classes will be established in response to identified needs.

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