Catherine Murphy (Kildare North, Independent)
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Question 1712: To ask the Minister for Education and Science the number of staff within her Department who work exclusively with special educational needs matters; the number of staff within her Department, as distinct from the National Council for Special Education, that handle issues surrounding special educational provision at primary school level; the number of staff within her Department, as distinct from the NCSE, that handle special issues surrounding special educational provision at secondary school level; and if she will make a statement on the matter. [2733/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The provision of appropriate educational intervention and supports for children and young adults with special educational needs is a key Government priority. At primary level, there are now over 5,500 teachers working directly with children with special educational needs against fewer than 1,500 in 1998. At post-primary level, over 2,300 wholetime equivalent teachers support special needs students against 200 in 1998. In addition, there are over 8,200 whole time equivalent Special Needs Assistants in primary and post-primary schools supporting the care needs of these students.

As well as this significant increase in the numbers of additional teachers and special needs assistants directly providing appropriate education and care supports for children with special educational needs, further investment has taken place in the provision of specialist school accommodation, assistive technology and equipment. In addition, specific focussed training and school support is available through the Special Education Support Service — which now has 14 full time seconded teachers and 25 part-time associates — and which had contact with some 15,000 teachers in the last year. The National Council for Special Education has also been established and is in operation since 1 January 2005 with over 90 members of staff working exclusively in supporting students with special educational needs.

Within my own department, staff in a number of areas are assigned to duties in relation to special needs education. There are 34.5 officers who are working exclusively with special needs provision. This figure is inclusive of administrative staff and school inspectors. These officers are responsible for the administration of a range of special education programmes as well as the development of departmental policy on special education. There are a further number of officers in other areas of my Department who deal with special education matters as part of their wider brief. These areas include Teacher Education Section, Post Primary Teachers Section, School Transport, Planning and Building Unit, School Inspectorate etc.

In addition to the above, the National Educational Psychological Service (NEPS) of my Department supports the personal, social and educational development of all children in Primary and Post-Primary schools, having particular regard for children with special needs. Currently some 127 Psychologists are employed directly by NEPS providing, in general, cross-sectoral support to both Primary and Post-Primary schools and pupils.