Bernard Durkan (Kildare North, Fine Gael)
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Question 489: To ask the Minister for Education and Science the procedure her Department applies with regard to the allocation of special education teachers to schools; if the allocation of teachers differs in boys and girls schools based on the schools roll for boys and girls; her plans to address this matter; and if she will make a statement on the matter. [16541/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I take it that the Deputy is referring to the general allocation system of learning support/resource teacher (LSRT) support in primary schools. The Deputy may be aware that the general allocation system was implemented with effect from September 2005. The system is intended to cater for pupils with high incidence disabilities such as mild general learning disability and dyslexia and pupils with learning support needs.

The model was constructed so that allocations would be based on pupil numbers, taking into account the differing needs of the most disadvantaged schools and the evidence that boys have greater difficulties than girls in this regard. It reduces the need for individual applications and supporting psychological assessments and puts resources in place on a more systematic basis, thereby giving schools more certainty about their resource levels. This allows for better planning in schools, greater flexibility in identifying and intervening earlier with regard to pupils' special needs, as well as making the posts more attractive to qualified teachers.

Staffing levels under the general allocation model are allocated on the basis of the following categories of school. For larger schools, differing pupil-teacher ratios apply to boys', mixed and girls' schools; schools for boys with 135 pupils or more get their first post at 135; second post at 295; third post at 475, fourth post at 655, and so on. Mixed schools with 145 pupils or more get their first post at 145; second post at 315; third post at 495, fourth post at 675, and so on. Schools for girls' with 195 pupils or more get their first post at 195; second post at 395; third post at 595; fourth post at 795, and so on. All designated disadvantaged schools get their first post at 80; second post at 160; third post at 240; fourth post at 320, and so on. It should be noted that schools qualify for a pro rata part of a post for pupil numbers below the enrolment point for the first post and between the first and second post, the second and third post, and so on.

For small schools, in order to ensure that small schools are not disadvantaged by the introduction of the general allocation model, the point at which smaller schools can appoint their first post is significantly reduced. For the purposes of the general allocation model, a boys' school is considered to be small if it has an enrolment of fewer than 135 pupils, a mixed school is considered to be small if it has an enrolment of fewer than 145 pupils, and a girls' school is considered to be small if it has an enrolment of fewer than 195 pupils.

Small schools for boys will qualify for their first post at 100 pupils; small mixed schools will qualify for their first post at 105 pupils; and small schools for girls will qualify for their first post at 150 pupils. However, no additional general allocation will be made to small schools for boys on the basis of an enrolment between 100 and 135, to small mixed schools on the basis of an enrolment between 105 and 145, or to small schools for girls for an enrolment between 150 and 195.

For the purposes of this model, my Department categorises schools that had an enrolment of at least 30 percent boys in the 2003/2004 school year as a mixed school with the allocations in accordance with the ratios for mixed schools above, otherwise the ratios for girls' schools is used. The ratio for schools designated as disadvantaged for the general allocation is 80:1 irrespective of the gender breakdown of the enrolment.

Additional resource teaching support may be allocated to schools in respect of pupils with low-incidence special educational needs, such as autism. Applications, supported by certain professional assessments and recommendations, are submitted by individual schools to their local special educational needs organisers, for consideration. It is intended that the general allocation system of LSRT support will be reviewed after three years of operation.