Ruairi Quinn (Dublin South East, Labour)
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Question 335: To ask the Minister for Education and Science the supports available at second level for pupils experiencing difficulty with literacy and numeracy; the number of support teachers employed at second level providing supplementary literacy and numeracy tuition; and if he will make a statement on the matter. [34456/08]

Batt O'Keeffe (Cork North West, Fianna Fail)
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My Department provides a range of supports to second level schools to enable them cater for pupils with special educational needs. Such supports include remedial and additional teaching support, special needs assistant (SNA) 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 pupils with special educational needs (SEN).

At second level, approximately 2,750 whole time equivalent additional teachers are in place to support pupils with SEN. This compares to the approximately 200 teachers that were in place in 1998 for such pupils. In addition, there are over 560 whole time equivalent learning support teachers and approximately 1,826 whole time equivalent SNAs in our second level schools.

My Department supports the education of individual students with SEN in second level schools, including those experiencing difficulty with literacy and numeracy, throughout the country. 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 attached to the school may be the more appropriate response. Such special classes operate at significantly reduced pupil teacher ratios. The organisation of such provision is a significant task of the National Council for Special Education (NCSE). With effect from 1 January 2005, the NCSE has taken over key functions from my Department in relation to special educational provision. The Council acts under the broad policy direction of my Department 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.

In addition, my Department's Teacher Education Section has developed a strategy designed to meet the continuing professional development needs of personnel working with children with special educational needs. This involves a major expansion of the range of post-graduate professional training programmes available to teachers in the special needs area and the ongoing development of the Special Education Support Service (SESS) to support schools' staff locally.

Schools have access to external supports in supporting pupils with SEN such as that offered by the SESS and the National Council for Curriculum and Assessment. Schools will have reference to the guideline document "Inclusion of Students with Special Educational Needs: Post-Primary Guidelines" produced by my Department which provides practical advice and guidance to schools on the organisation and co-ordination of resources to maximise the support to each individual student.

I am confident that the range of supports in place to support pupils experiencing difficulty with literacy and numeracy are of major benefit in ensuring that these pupils receive the support they require.