John O'Mahony (Mayo, Fine Gael)
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Question 435: To ask the Minister for Education and Science if he will explain his decision to suppress the second special class in a school (details supplied) in County Wicklow when in the academic years 2006 to 2007 and 2007 to 2008 the numbers in such classes were 16 and 13 respectively in total, in view of the fact that he stated that the decision is not in any way related to the current economic climate and the projected figures from September 2009 to 2010 will be 18 in total; and if he will make a statement on the matter. [12866/09]

Seymour Crawford (Cavan-Monaghan, Fine Gael)
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Question 524: To ask the Minister for Education and Science if he will reconsider his decision regarding the removal of teachers from special classes for mild learning disabilities; his views on the case being put forward by schools such as a school (details supplied) in County Cavan; his views on the long-term damage which will be caused to such pupils and the problems it will cause for both schools and families; and if he will make a statement on the matter. [13320/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
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I propose to take Questions Nos. 435 and 524 together.

At the outset I wish to clarify for the Deputies that there will be no pupil with a special educational need who will be without access to a special needs teacher as a result of the decision to apply the normal rules which govern the appointment and retention of teachers of special classes for pupils with a mild general learning disability. These special classes which are to close pre-date the 2005 General Allocation Model of allocating additional teacher support to schools to enable them to meet the needs of pupils with mild general learning disabilities as well as a number of other high incidence disabilities. All primary schools now have additional teaching support in place for this purpose.

All primary schools were allocated additional teaching resources under the General Allocation Model to enable them support pupils with high incidence special educational needs including mild general learning disability (MGLD). 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.

Teacher 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 permits schools to retain a teaching post where it has a minimum of 9 pupils in the class. This minimum was not fulfilled in the schools referred to by the Deputies. Therefore, the schools no longer qualify to retain the classes. 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 since 2005 in line with falling numbers as pupils are supported through the additional teaching allocation provided and schools have integrated the children into age-appropriate mainstream classes. This policy of inclusion has widespread support within the educational community and is in line with the UN Convention on the Rights of Persons with Disabilities.

It had been decided not to actively suppress special classes pending the introduction, and bedding in, of the General Allocation Model. This Model is now working well and the decision was taken to suppress all special class posts which do not meet the minimum enrolment requirement with effect from the next academic year. All of the other primary schools in the country who do not have classes for children with MGLD cater for these pupils from within the General Allocation Model.

I have previously indicated that I am open to listening to proposals from schools where they can demonstrate that it is educationally more beneficial for the pupils involved to be in a special class of their own rather than to be integrated with their peers and supported by the mainstream classroom teacher and the learning resource teacher. For example, where two schools on the one campus make a joint proposal to this effect, my Department will consider any such proposal. I understand that the schools in question have written to my Department making a case for retention of the classes and this is currently under consideration. It would be expected, however, that provision would be made for these pupils within mainstream classes with support from the General Allocation Model. I wish to reiterate to the Deputies that pupils with a mild general learning disability have, and will continue to have access to additional teaching resources to support their education.