Pat Deering (Carlow-Kilkenny, Fine Gael)
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Question 105: To ask the Minister for Education and Skills the reason no special needs assistants have been assigned for this school year for children with behavioural needs; the number of SNA posts that have been retained for future appointments; and if he is satisfied that the learning of other pupils is not being adversely affected by the presence of pupils with major behavioural needs not being assigned SNA support. [1700/12]

Ruairi Quinn (Dublin South East, Labour)
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I wish to advise the Deputy that approximately 6,000 children in primary and post primary schools are currently being supported by some 4,500 SNAs either wholly or partly to address behavioural issues. These allocations have been made in relation to students with an assessment of Emotional Behavioural Disorder (EBD) or in relation to students who may have a disability diagnosis other than EBD, but who may have been allocated care support for behavioural issues. It is therefore not the case that no special needs assistants have been assigned for this school year for children with behavioural care needs.

Approximately 10,290 of the 10,575 Special Needs Assistant (SNA) posts available for allocation, have now been allocated to schools by the National Council for Special Education (NCSE), leaving approximately 285 posts available for allocation between now and the end of the school year for cases such as emergencies, acquired injuries or new school entrants with care needs. Some adjustments may also be made where pupils have moved or transferred between schools during the school year.

NCSE Circular 01/02/2011 set out the measures which should be taken into account in arriving at a level of SNA allocation to schools. It advised that in the case of new applications for SNA support where a professional report has identified care needs as being related to behaviour, access to SNA support will be considered only after the school has set out the specific strategies that have been employed to manage behaviour and that have been implemented to minimise the pupil's difficulties. Provision of SNA support should only be provided where it is clear that other behavioural management strategies have not been successful.

My Departments Circular 0009/2009 also advises that where an application for SNA support relates to the management of a student's behaviour, there must be clear evidence that the student's behaviour is a danger to themselves or others and that sustained efforts by the school have not proven to be successful in the amelioration of such documented behaviours.

It should be noted that SNAs are only one of a number of interventions in place in Irish schools which either directly or indirectly address behaviour. Other supports include the National Behaviour Support Service (NBSS) in post primary and the support teacher scheme in primary and also the support of National Educational Psychology Services. More indirectly, the enhanced Pupil Teacher Ratios under Delivering Equality of Opportunity in Schools (DEIS) and Home School Completion Liaison (HSCL) programmes all seek to address attendance and participation levels, which often account for the underlying reasons for behaviour problems. I am satisfied that adequate resources are being provided to schools to support them in dealing with pupil behaviour.

The National Educational Psychological Service has published 'Behavioural, Emotional and Social Difficulties - A Continuum of Support for Primary Schools - Guidelines for Teachers". In addition, my Department will shortly publish new Guidelines for Schools for Supporting Students with Behavioural, Emotional and Social Difficulties to give further guidance to schools.