Written answers

Tuesday, 8 July 2014

Department of Education and Skills

Special Educational Needs Staffing

Photo of Richard Boyd BarrettRichard Boyd Barrett (Dún Laoghaire, People Before Profit Alliance)
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89. To ask the Minister for Education and Skills if he agrees that, as a trained professional, the class teacher in a primary or secondary school is best placed to judge whether the appointment of a special needs assistant is necessary to assist a child in his or her journey through the education system; and the role of the class teacher in the current system of allocating SNAs. [29399/14]

Photo of Ruairi QuinnRuairi Quinn (Dublin South East, Labour)
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I wish to advise the Deputy that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating a quantum of Special Needs Assistant (SNA) support for each school annually, taking into account the assessed care needs of qualifying children. My Department recently issued Circular 30/2014, which sets out the purpose of the Special Needs Assistant Scheme. This Circular also restates the role of the Classroom Teacher in the context of educating pupils with special educational needs.

Section 22 (1) of the Education Act 1998 states the primacy of the teacher in the education and personal development of students in schools. The classroom teacher is responsible for educating all pupils in his/her class, including any pupil with a special educational need. The class teacher has primary responsibility for the progress and care of all pupils in his/her classroom, including pupils with special educational needs. In providing for a child's care needs, the class teacher may be supported by SNA provision, where necessary.

Section 20 1 (F) of the EPSEN Act affords statutory provision to the National Council for Special Education (NCSE) to assess and review the resources required in relation to special educational provision. In doing so, the NCSE takes into account professional assessments of care needs, but also considers the whole school environment, observation of a child's interaction in the classroom, and the views of the child's parents, teachers, and National Educational Psychologists, as necessary. The views of a child's teacher may therefore be taken into account as part of the consideration and assessment process for deciding on the level of SNA support required. However, it is a matter for the NCSE to review the resources required in a school to support the care needs of qualifying children.

Photo of Thomas PringleThomas Pringle (Donegal South West, Independent)
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90. To ask the Minister for Education and Skills the timeline for the reform of the allocation of teaching resources for students with special educational needs; when he expects this new model to be introduced; and if he will make a statement on the matter. [29391/14]

Photo of Ruairi QuinnRuairi Quinn (Dublin South East, Labour)
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The National Council for Special Education published its Report on a Proposed New Model for Allocating Teachers for Students with Special Educational Needs on 18th June 2014. The report recommends that a new allocation model should be developed, based on a schools educational profile, while also providing a baseline allocation to every mainstream school in order to support inclusion. It was recommended that the school profile should take into account details of the number of students with complex needs attending, percentages of students performing below a certain threshold on standardised tests, and the social context of a school.

To assist with the process of considering the report recommendations, my Department will begin to gather information required to develop the proposed new model. This will review how the proposed model will impact on schools. There will also be full and comprehensive consultation with stakeholders and education partners, including the parents of special needs children. I would hope that this work can be completed by the Autumn.

Photo of Jonathan O'BrienJonathan O'Brien (Cork North Central, Sinn Fein)
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91. To ask the Minister for Education and Skills his views on the recent National Council for Special Education report on allocations of special needs resources; and his plans on foot of same [29403/14]

Photo of Ruairi QuinnRuairi Quinn (Dublin South East, Labour)
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The National Council for Special Education published its Report on a Proposed New Model for Allocating Teachers for Students with Special Educational Needs on 18th June 2014. The report recommends that a new allocation model should be developed, based on a schools educational profile, while also providing a baseline allocation to every mainstream school in order to support inclusion. It was recommended that the school profile should take into account details of the number of students with complex needs attending, percentages of students performing below a certain threshold on standardised tests, and the social context of a school.

To assist with the process of considering the report recommendations, my Department will begin to gather information required to develop the proposed new model. This will review how the proposed model will impact on schools. There will also be full and comprehensive consultation with stakeholders and education partners, including the parents of special needs children. I would hope that this work can be completed by the Autumn.

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