Ruairi Quinn (Dublin South East, Labour)
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Question 319: To ask the Minister for Education and Science if he recognises conductive education as a form of education provision which the State is prepared to support; and if he will make a statement on the matter. [43514/09]

Ruairi Quinn (Dublin South East, Labour)
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Question 320: To ask the Minister for Education and Science if he is satisfied that the physical developmental needs of children with cerebral palsy are being met within the State education system; and if he will make a statement on the matter. [43515/09]

Ruairi Quinn (Dublin South East, Labour)
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Question 321: To ask the Minister for Education and Science if he is prepared to work in conjunction with the Health Service Executive in order to ensure the availability of conductive education to children who require this approach; and if he will make a statement on the matter. [43516/09]

Ruairi Quinn (Dublin South East, Labour)
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Question 322: To ask the Minister for Education and Science his views on the efficacy of the inclusion policy operated by his Department for children with cerebral palsy and who have learning, physical and sensory needs; and if he will make a statement on the matter. [43517/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
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I propose to take Questions Nos. 319 to 322, inclusive, together.

As the Deputy will be aware, the Education for Persons with Special Educational Needs (EPSEN) Act 2004 provides that a child (defined as a person who is not more than 18 years) with special educational needs shall be educated in an inclusive environment unless such an arrangement is inconsistent with the best interests of the child as determined by an assessment carried out under the EPSEN Act or with the effective provision of education for those children with whom the child is to be educated. The policy of my Department is to secure the maximum possible level of inclusion of students with special educational needs in mainstream primary and post-primary schools in their locality.

In supporting and promoting an inclusive education policy, supports are provided to schools through the National Council for Special Education so that children with special educational needs may attend their local mainstream school where possible. These supports may be in the form of resource teaching, special needs assistants and technological support.

In addition, my Department funds over 100 special schools, including a number which cater for children with a physical disability. It is the policy of my Department that these special schools draw on a range of teaching and other interventions. My Department has no plans to develop initiatives based exclusively on the principles of conductive education.