Jan O'Sullivan (Limerick East, Labour)
Link to this: Individually | In context

Question 553: To ask the Minister for Education and Science the post-primary schools that have resource teachers; the number of resource teachers each school has; the schools which have no resource teachers; and if she will make a statement on the matter. [39085/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

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 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 1,854 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 534 whole time equivalent learning support teachers and approximately 1,365 whole time equivalent special needs assistants (SNAs) in our second level schools.

The Education Act, 1998 requires all schools to have in place an admissions policy, detailing admission to and participation by students with disabilities or who have other special educational needs. The Act also requires schools to ensure that as regards that policy the principles of equality and the right of parents to send their children to a school of the parents choice are respected.

Currently, under section 29 of the Education Act 1998, parents of a student who has been refused enrolment in a school may appeal that decision to the Secretary General of my Department. Such appeals are dealt with within 30 days of their receipt and where an appeal is upheld the Secretary General is empowered to direct the school to enrol the student.

The Deputy will also be aware that 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 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.

The latest information available within my Department, on a school by school basis, is in respect of the allocation for special educational needs to second level schools in the Dublin region for the 2005/06 school year. A copy of this information follows. 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.