Written answers

Wednesday, 24 March 2021

Department of Education and Skills

Special Educational Needs Staff

Photo of Róisín ShortallRóisín Shortall (Dublin North West, Social Democrats)
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915. To ask the Minister for Education and Skills her plans to increase resources, teachers and special reading schools for children with severe dyslexia for the Dublin 9 and 11 areas including increased resources to mainstream schools that will allow for the establishment of reading units within these existing schools for children with severe dyslexia; and if she will make a statement on the matter. [15320/21]

Photo of Josepha MadiganJosepha Madigan (Dublin Rathdown, Fine Gael)
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The National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of pupils with special educational needs in special schools, in accordance with the policies of my Department. 

Special school staffing allocations are reviewed and updated each year by the NCSE and special schools are staffed on the basis of each year’s current school enrolments.   

Staffing arrangements for special schools are in line with policy advice provided by the NCSE in 2013, which did not recommend alteration to staffing ratios established under the Special Education Review Committee (SERC) Report in 1993. 

Enhanced pupil teacher and SNA ratios are provided to special schools to support them in dealing with pupils' educational and care needs. These schools are staffed on the basis of individual pupil profile and the disability categorisation of those pupils, as opposed to being based primarily on school designation, in accordance with my Department's Circular 0032/2019 - Appointment of Administrative Deputy Principal and Staffing in Special Schools.

My Department also provides an extensive range of supports for pupils with Specific Speech and Language Disorder (SSLD).  This includes provision for the establishment of special classes for pupils with SSLD in primary schools. A total of 63 SSLD special classes in mainstream primary schools have been provided for the 2020/2021 school year.

NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including applications to establish special classes for SSLD.  Applications meeting the criteria for establishment are approved by the NCSE.  

The opening and retention of SSLD special classes is, however, contingent on the Health Service Executive (HSE) being in a position to provide speech and language therapy to the students in the class.  The availability and provision of speech and language therapy is the responsibility of the HSE.

The enrolment of pupils in SSLD special classes is managed locally by an Admissions & Discharges Committee, comprising the Speech and Language Therapy Manager, Speech and Language Therapist, Class Teacher and Principal.   

As outlined in Circular 0038/2007, eligible pupils may spend up to two years in SSLD classes.

Students who are not enrolled in a special class for SSLD and who meet the SSLD criteria, as outlined in Circular 0038/2007, may qualify for additional Special Education Teaching (SET) support; as may students with mild speech and language difficulties.  It is a matter for individual schools to use their professional judgement to identify pupils who will receive this support and to use the resources available to the school to intervene at the appropriate level with such students. My Department is not directly involved in these decisions. 

The NCSE is currently developing Policy Advice on Special Classes and Special Schools. My Department, in conjunction with the NCSE is also considering the existing definition of Specific Speech and Language Disorder (SSLD). 

There will be no change to the criteria for enrolment in special classes for pupils with speech and language difficulties, pending the outcome of these considerations and the finalisation of the Policy Advice.

Photo of Michael Healy-RaeMichael Healy-Rae (Kerry, Independent)
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916. To ask the Minister for Education and Skills the reason mainstream teachers are being assigned to special needs classrooms (details supplied); and if she will make a statement on the matter. [15356/21]

Photo of Josepha MadiganJosepha Madigan (Dublin Rathdown, Fine Gael)
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I wish to advise the Deputy that DES Circular 013/2017 sets out the qualification criteria for a person to be appointed as a Special Education Teacher for a mainstream primary school. Such teachers may hold Teaching Council registration under Route 1 Primary (formerly Regulation 2 Primary) or Route 4 Other (formerly Regulation 3 Montessori & Other Categories). DES Circular/014/2017 notes that Special Education Teachers in post primary schools must be qualified post primary teachers.

The Circulars also note, however, that in addition to these qualification requirements, the acquired professional development and expertise of teachers, including where teachers have attained recognised qualifications in special education, should be taken into account by the principal when allocating teaching responsibilities, in order to ensure that pupils with the greatest needs are supported by teachers who have the relevant expertise.

In relation to teachers in special classes, the National Council for Special Education (NCSE) guidance for schools on the establishment of special classes advises that students in special classes have complex learning needs and that schools should appoint teachers knowledgeable and experienced in working with students with special educational needs. Additional training opportunities are provided where required.

Students in special classes require experienced teachers with appropriate qualifications and, wherever possible, a background in working with students with special educational needs. Schools should also endeavour to assign experienced SNAs to the special class.

Schools planning to open special class provision should be proactive in meeting the continuing professional development needs of their special class teachers, in addition to developing and reviewing their whole school polices in relation to the education and inclusion of students with special educational needs.

Training and support for schools in relation to continuing professional development for teachers in the area of special educational needs provision is available from the NCSE Support Service.

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