Liz McManus (Wicklow, Labour)
Link to this: Individually | In context

Question 159: To ask the Minister for Education and Science if he will ensure that the two special classes at a school (details supplied) are maintained in September 2009 in view of the fact that the special class numbers in this school are not falling but have been increasing steadily over the past few years and the fact that the school is situated in an area designated as disadvantaged; and if he will make a statement on the matter. [13588/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
Link to this: Individually | In context

At the outset I wish to clarify 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 predate 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 school referred to by the Deputy. Therefore, the school no longer qualifies to retain both special 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 which 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 school in question has 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.

The Deputy will be aware that DEIS (Delivering Equality of Opportunity in Schools), the action plan for educational inclusion, provides for a standardised system for identifying levels of disadvantage and an integrated School Support Programme (SSP). DEIS brings together and builds upon a number of existing interventions in schools with concentrated levels of disadvantage. In line with my focus on retaining resources in the most disadvantaged areas, it is important to note that DEIS Supports in DEIS schools are not being affected by the most recent Budget.

The school referred to by the Deputy was identified for inclusion in Urban Band 2 of DEIS and for the duration of the programme it will benefit from the following measures:

The services of a shared Home School Community Liaison Coordinator;

Access to a range of supports under the School Completion Programme;

Additional capitation based on level of disadvantage and grant aid for school books.