Michael Creed (Cork North West, Fine Gael)
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Question 170: To ask the Minister for Education and Skills if he will outline the monitoring he conducts on the effective use of resource hours for individual students; if he is satisfied with the structures in place in his Department and at individual school level to ensure maximum return for these hours, and compliance with the psychological report on individual students' needs; and if he will make a statement on the matter. [35905/11]

Ruairi Quinn (Dublin South East, Labour)
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Approximately 9,950 whole time equivalent learning support/resource teacher posts, including those allocated under the General Allocation model, are being provided this year in primary and post-primary schools in order to provide additional teaching support to pupils with special educational needs or learning support requirements. This represents a significant investment in resource teaching supports and an increase of approximately 350 whole time equivalent posts over last year's allocation.

My Department's circular SP ED 02/05 provides guidance to schools on the deployment and organisation of teaching resources allocated to them either under the General Allocation Model or in relation to individual resource allocations for pupils with low incidence disabilities.

Once resource teaching allocations have been made to them, schools have responsibility to monitor and utilise these resources to best support the needs of individual qualifying pupils, in accordance with my Departments guidance. Support for students, including resource teaching support, is one of five areas that inspectors report on in Whole School Evaluations. A schools management of its learning supports for students therefore forms part of a Whole School Evaluation.

In relation to psychological reports, the Deputy will be aware that the EPSEN and Disability Acts set out clearly the role and functions of the NCSE and the HSE and their staff in carrying out assessments and with regard to the provision of services for children with special educational needs. Responsibility for deciding on the quantum of educational supports and resources to be allocated to schools, or to individual pupils, rests with the NCSE in accordance with DES policy.

The consideration of professional reports is an integral part of determining the extent of supports to be provided for pupils with special educational needs. However, whereas health reports provide valuable assistance to education providers in identifying a diagnosis or identifying appropriate interventions, health staff are asked not to include references to the specific quantum of educational resources in their reports, but should state the outcome of tests carried out and the range of needs of the child as clearly as possible.

The NCSE circular 03/08 clarifies the respective roles and functions of the NCSE and the HSE and their respective personnel in carrying out assessments and sanctioning resources to support children with special educational needs.