Róisín Shortall (Dublin North West, Labour)
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Question 525: To ask the Minister for Education and Science his views on the cutback in resource hours for a school (details supplied) in Dublin 11; the implications of this for the special classes in the school; the assistance which his Department will provide to the school to compensate for the cutbacks in order that the school can meet the needs of its pupils with special needs; and if he will make a statement on the matter. [26270/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
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The school in question has two classes for pupils with mild general learning disability (MGLD). In February, my Department advised the school of its intention to suppress one of the classes as the enrolment fell below that required to retain the class. This position was re-stated to the school by letter on 11th June last.

All children with MGLD who are in the class being suppressed will be able to receive teaching support through the teaching resources allocated to primary schools under the General Allocation Model. Schools decide themselves how best to use this allocation based on the needs of the pupils and how to adjust their support in line with the changing needs of pupils as they mature. My Department provided a circular SP ED 02/05 to schools to assist them in deploying the General Allocation Model resources.

There may be instances where children who are enrolled in a MGLD class fall within the low incidence disability category. These children may qualify for individual resource teaching support through the National Council for Special Education (NCSE) and it is open to schools to liaise with the local Special Educational Needs Organiser (SENO) in this regard. My officials conveyed this advice to the school referred to by the Deputy in its letter on 11th June.

My Department promotes a continuum of assessment and intervention. These interventions range from support from the classroom teacher and support from the resource / learning support teacher. Where a school considers that these interventions are not meeting the child's needs they should seek the advice of their National Educational Psychological Service (NEPS) psychologist. Schools without an assigned NEPS psychologist can avail of the Scheme for Commissioning Psychological Assessments. Advice may also be sought from the local Special Educational Needs Organiser.

In addition to the general staffing, the school also has three learning support resource teachers, three resource teachers for Traveller pupils and access to the services of a home school community liaison post. My Department considers that this staffing level is sufficient to meet the educational needs of all pupils in the school.