Catherine Murphy (Kildare North, Independent)
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61. To ask the Minister for Education and Skills the supports that are available in situations where teachers and parents at a mainstream school wish to facilitate the continued education of children with moderate learning disabilities due to, for example, Down's syndrome, in that mainstream school environment where they believe this would be beneficial to the children in question, either within a mainstream classroom or in a dedicated class within the school; the way an assessment is done to determine where this arrangement may be viable; if he will consider such an approach to be possible for a school (details supplied) in County Kildare if sufficient demand could be demonstrated; and if he will make a statement on the matter. [26423/14]

Ruairi Quinn (Dublin South East, Labour)
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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 order to ensure that as many children as possible can be educated with their peers within their own community.

Many pupils with special educational needs, including pupils with Moderate General Learning Disability in conjunction with Down Syndrome, will be able to attend a local mainstream school. Some children may be supported in a special class, with reduced pupil teacher ratios, attached to a mainstream school. These students have the option, where appropriate, of full/partial integration and interaction with other pupils.

Pupils with Moderate General Learning Disabilities (GLD) attending mainstream schools, including those with Down Syndrome with Moderate GLD, may receive additional teaching support through an allocation of individual additional resource teaching hours which are allocated by the National Council for Special Education (NCSE), if the child is assessed as being within the low incidence category of special need, as defined by my Department's Circular Sp Ed 02/05.

Reports of assessments, carried out by relevant professionals, are provided by schools to NCSE Special Educational Needs Organisers (SENOs) as part of the application process for support. The consideration of these reports is an integral part of determining the extent of supports to be provided for pupils with special educational needs.

Applications to establish special classes are also considered by the school's assigned SENO and those meeting the criteria for establishment are approved by the NCSE. Special classes may be discontinued by the NCSE where the need no longer exists.

All schools have the names and contact details of their local SENO. The school to which the Deputy refers should contact their local SENO to discuss further.