Arthur Morgan (Louth, Sinn Fein)
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Question 16: To ask the Minister for Education and Science the number of children with special educational needs who will be without a special needs teacher due to recent cutbacks in that area. [7857/09]

David Stanton (Cork East, Fine Gael)
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Question 52: To ask the Minister for Education and Science the number and location of schools that will be affected by the recently announced cutbacks to special needs classes; the number of children with special educational needs who are to be moved to mainstream classes; and if he will make a statement on the matter. [7959/09]

Martin Ferris (Kerry North, Sinn Fein)
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Question 53: To ask the Minister for Education and Science his views on whether the needs of children with special educational needs will be properly catered for in the mainstream classroom; and if he will make a statement on the matter. [7859/09]

Arthur Morgan (Louth, Sinn Fein)
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Question 58: To ask the Minister for Education and Science the savings he anticipates from cutting back on special needs teachers. [7858/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
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I propose to take Questions Nos. 16, 52, 53 and 58 together.

There will be no pupil with a special educational need who will be without access to a special needs teacher as a result of my Department's decision to apply the normal rules which govern the appointment and retention of teachers to special classes for pupils with a mild general learning disability. The Deputies will be aware that all primary schools have been allocated additional teaching resources to enable them support pupils with high incidence special educational needs including mild general learning disability (MGLD). All primary schools were given these additional teaching resources under the General Allocation Model of learning support/resource teaching introduced in 2005. Schools can decide how best to use this allocation based on the needs of the pupils. Most pupils with a MGLD are included in ordinary classes with their peers and are supported by their class teacher. The curriculum is flexible so that teachers can cater for the needs of children of different abilities.

The Deputies will be aware that allocations to schools typically increase or decrease depending on pupil enrolment. In the case of classes for MGLD the normal pupil teacher ratio that applies is 11:1. My Department however allows for a small reduction in this number and permits schools to retain a teaching post where it has a minimum of 9 pupils in the class. In the case of 128 classes in 119 schools, the number of pupils dropped below this minimum. These schools therefore are no longer entitled to the teaching posts in these classes. There are currently 534 pupils enrolled in these classes. It is not possible to give a precise cost of the posts concerned due to the varying salary costs of the teachers in question. However, it is estimated to be in the region of €6.8m.

In 2005 when the General Allocation Model was introduced, schools with additional teachers in classes for MGLD were allowed to retain the teachers for these classes. Effectively, these schools received a double allocation. The number of these special classes has decreased over the years and schools have integrated the children into age-appropriate mainstream classes. All of the other primary schools in the country which do not have classes for children with MGLD cater for these pupils from within the General Allocation Model. I have requested that information concerning the names and locations of the schools is forwarded to the Deputy.

Bernard Durkan (Kildare North, Fine Gael)
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Question 17: To ask the Minister for Education and Science if he will confirm that all children with special needs requirements at primary and second level schools here are expected to have their requirements met in full in 2009; if his attention has been drawn to the concerns of parents and school authorities in this regard; if he will confirm that provision has been made or will be made to provide the full complement of special needs teachers, special needs assistants, home tuition and support or requirements for the full school year; and if he will make a statement on the matter. [7891/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
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I wish to advise the Deputy that there has been no change in the criteria which governs the appointment of additional resource/learning support teachers, special needs assistants or home tuition. The Deputy will be aware of my commitment to ensuring that all pupils, including those with special educational needs, can have access to an education appropriate to their needs preferably in school settings through the primary and post-primary school network.

There are now over 19,000 staff in our schools working solely with children with special needs. This includes over 10,000 Special Needs Assistants — compared with just 300 in 1997. There are also over 8,000 resource and learning support teachers — compared with about 2,000 in 1998. More than 1,100 other teachers support children in our special schools, while hundreds more work in special classes. As well as this significant increase in the numbers of additional teachers and SNAs directly providing appropriate education and care supports for children with special educational needs, much investment has taken place in the provision of transport, specialist school accommodation, home tuition, assistive technology and equipment.

Additional teaching supports are allocated as necessary by the National Council for Special Education (NCSE) in line with my Department's policy to support children with special educational needs. As a result, there is no current shortfall in the number of teacher posts being allocated for children with special educational needs. The Deputy will also be aware that additional funding has been allocated to my Department in 2009 to provide for an expansion of the National Educational Psychological service so that all schools in the country will be covered by the service. The additional funding available to NEPS, which represents a 33% increase over the 2008 allocation, will facilitate the recruitment of up to 50 further psychologists. It is envisaged that this will bring the number of NEPS psychologists by the end of 2009 above the proposed 200 incorporated in the Programme for Government.

This investment will significantly enhance the capacity of our educational psychologists to directly support schools in the development and delivery of appropriate interventions for children with special educational needs. Additional funding is also being provided to the National Council for Special Education in 2009 to increase the Council's capacity in the move towards the full implementation of EPSEN. The additional funding will enable the Council to continue to improve, plan and co-ordinate the delivery of services for children with special needs.

I have also provided for further investment in teacher training in this area. This will ensure that teachers are provided with opportunities to access continuing professional development so that the learning and teaching needs of all pupils with Special Educational Needs continue to be met. I wish to assure the Deputy that the provision of appropriate educational intervention and supports for children with special educational needs continues to be a key Government priority.