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<title>Dáil Contribution - Minister Hanafin, Private Members Motion on Special

Needs</title>

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© Mary Hanafin 2004

</td><td valign="top" width="24"></td><td valign="top"><img border="0" src="speech.gif" width="45" height="15">

Delivered: October 19, 2004

<tr>

<td width="100%" bgcolor="#800000" align="center">Speech

by Minister for Education and Science

Government

Amendment during debate on

Private Members Motion on Special Education Needs</td>

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<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;mso-layout-grid-align:none;text-autospace:none">As

this is my first major contribution to the House as Minister for Education and

Science, I want to say that I look forward to working with the Opposition

spokespersons whom I know have made a very valuable contribution to

consideration in the House of legislation in the education area over the past

few years.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;mso-layout-grid-align:none;text-autospace:none">I

am also glad that the subject matter of this first presentation is the important

one of special education, which is an issue of extreme sensitivity and,

fortunately, one on which we have made tremendous progress in the past six years

after many years of neglect.

This is a good opportunity for me not only to put on the record of the

House what has happened but also my own commitment to advancing the provision of

educational services to people with special educational needs during my tenure

as Minister for Education and Science.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;mso-layout-grid-align:none;text-autospace:none">Listening

to the Deputies I know we can have a very constructive debate because l believe

we share a common cause on this issue.

We want to ensure the services are better for all of the people who need

them.  Every

child deserves the opportunity to reach his or her potential and it is my aim,

as Minister for Education and Science, to create the environment where that can

be achieved.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;mso-layout-grid-align:none;text-autospace:none">In

the case of a child with special needs, a particular targeted response is needed

to enable that child develop his or her abilities, enhance their educational

level and prepare them for participation in society.<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;mso-layout-grid-align:none;text-autospace:none">Though

I may be happy to record achievement, I am not complacent.

I know that while we have achieved much we are not at the level we want

to be, and I look forward to the challenge of making further improvements in the

provision of educational services for people with special needs.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;mso-layout-grid-align:none;text-autospace:none">The

record of the State over decades in providing for children with special needs

has been poor.

That is why I am glad that advances that have been made in the past six

years.  I

would like to acknowledge in particular the immense efforts the parents of those

children have made for them.

They not only had to battle to seek services but in many cases provided

those service themselves at a cost to themselves and their families.

<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;mso-layout-grid-align:none;text-autospace:none">It

is because of that respect, unlike what Deputy Boyle said, that I chose last

week not to pursue the parents for costs in a case the Department of Education

and Science won.

I did not want to put those parents through any further pressure than

they had been through already.

That was based on a respect and a recognition that parents often had to

go to the courts.

The Deputy will be well aware, therefore, that any comments of mine were

not in any way directed at the parents of children with special needs.<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;mso-layout-grid-align:none;text-autospace:none">Without

doubt we are now playing catch-up.

In any area of historical under provision it takes time to improve

services to an appropriate level.

Nevertheless, we must accelerate our efforts so as to ensure that people

with special educational needs and their parents are provided with appropriate

services in a timely, efficient and customer friendly manner.

I accept what has been said by Deputies in regard to that.

We are not there yet, and I will not pretend we are.

<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;mso-layout-grid-align:none;text-autospace:none">While

I will record achievement, I will also acknowledge that services provided for

the education of people with special educational needs, including services

provided by my own Department, are not as developed as we would like.

Though this might be the case, action is in train to make the necessary

improvements.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;mso-layout-grid-align:none;text-autospace:none">Speakers

referred to resources.

I would like to remind the House of the progress made in the allocation

of resources and the increase in staff in this area in the past six years.

There are now more than 2,600 resource teachers - up from 104 in 1998;

there are 1,500 learning support teachers; there are more than 1,000 teachers in

special schools; and there are more than 600 teachers in special classes.

<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;mso-layout-grid-align:none;text-autospace:none">An

interesting statistic is that there are 5,000 special needs assistants in our

schools.  There were 300 such

special needs assistants only six years ago.

More than €30 million is being spent on school transport for special

needs students; and more than €3 million goes on specialised equipment and

materials, which is up from €800,000 in 1998.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

scale of resource allocation I have outlined has facilitated the provision of

education for children with special needs in mainly mainstream national schools.<span style="mso-spacerun:

yes">  However, education for children with special educational

needs is provided in a variety of settings.

In addition to supported provision in mainstream classes, placement may

also be made in special classes and units and in special schools.

Pending such a placement, arrangements have also been made for tuition to

be delivered in the child's home.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

appropriate for the individual child, integrated provision with necessary

supports is the desired choice of most parents.

For children for whom mainstream provision is not appropriate, placement

may be made in one of the 108 special schools and the 654 special classes and

units located throughout the country.<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

appreciate the scale of improvement in the provision of resources to primary

schools for special needs, it is worth reflecting on the fact that, at

approximately 10,700, the number of adults providing services to children with

special educational needs in primary schools today is more than half the 21,100

teachers in the system in 1998.  The

debate cannot question, therefore, the Government's commitment to providing

resources for special educational needs but I accept there are individual cases

where schools are awaiting decisions on applications for additional resources,

and I have taken measures to ensure that process is speeded up.

Indeed, this whole process will shortly undergo major transformation as

the National Council for Special Education commences operation on the ground

throughout the country.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

1998, the Government took a decision which has transformed the level of

provision for pupils with special educational needs.

That decision meant that pupils with special educational needs would be

entitled to an automatic response to meet those needs.

In other words, the allocation of resources to meet those needs no longer

depended, as it had in the past, on the limited resources that were available to

meet those needs.  Instead, the

response was based on the nature of the disability involved and once the

required supporting professional assessments were made available the resources

were automatically allocated.  It

was this decision that gave rise to the enormous expansion in resourcing levels

to which I have referred.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

the Government decision of October 1998 authorised the allocation of significant

resources, it posed significant challenges to the administration in processing

the significant level of applications which were made in response to the

Government commitment.  I would like

to pay tribute to the staff of my Department's special education section, the

inspectorate and the National Educational Psychological Service for the efforts

they have made to service the demands which were exacerbated by the lack of

investment in the past.  It has to

be acknowledged, however, that despite their efforts, service delivery in this

area has not always been adequate to provide the level of service that pupils

with special educational needs, their parents, their schools and teachers

require and deserve.  The Department

recognised that it was neither properly resourced nor structured to deliver

these services. <o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

from the report of an internal planning group, which was endorsed by the Cromien

report on the Department of Education and Science and its operations, the

Government decided to establish the National Council for Special Education to

co-ordinate the provision of service to children with special educational needs.

<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

council was appointed by my predecessor, Deputy Noel Dempsey, last December and

it has recruited 70 special educational needs organisers.

These people will be a focal point of contact for schools and parents.

They will process individual applications for resources for special

educational needs.  These special

educational needs organisers, or SENOs, as they are now being called, will

commence work on the ground over the next month or so.

I am confident this new resource will provide a step change in the

delivery of special education services.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

out of its ongoing review of the resource allocation process, it was clear that

the automatic response was operating in a manner that was far from automatic.

The reality was that every single application had to be accompanied by a

psychological or clinical assessment and had to be processed individually.

The requirements of the process diverted school principals and

psychologists from other work and delayed the processing of applications.

The process was both cumbersome and time consuming.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

the light of the reality that pupils in the high incidence disability categories

of mild and borderline mild general learning disability and dyslexia are

distributed throughout the education system, my Department, in consultation with

educational interests, has developed a weighted model of teacher allocation for

these disability categories.  The

weighted allocation, which also includes an allocation for pupils requiring

learning support, is designed to put in place in primary schools a permanent

resource to cater for the pupils in these categories.<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

allocations are based on pupil numbers and take account of the differing needs

of the most disadvantaged schools and the evidence that boys have greater

difficulties that girls in this regard.  Some

people have questioned this but looking back at the numbers of applications made

for extra resources, I understand the number of applications for boys far

outweighed those for girls.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

had operated in the case of the learning support service, small schools are

being clustered for the purpose of the weighted allocations.

The Department's inspectorate is finalising the clustering arrangements.

The weighted model involves the allocation of additional teaching posts

as well as redeployment of resources between schools.  This

redeployment will be facilitated through the transaction of the primary teacher

panels.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

is hope that the new weighted model will improve the level of service provided

for pupils with special educational needs.<u1:p>

</u1:p>

<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

new system will reduce the need for individual applications and supporting

psychological assessments, and will put resources in place on a more systematic

basis, thereby giving schools more certainty about their resource levels.

This will allow for better planning in schools, greater flexibility in

identifying and intervening earlier with regard to pupils' special needs, as

well as making the posts more attractive to qualified teachers.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

previous allocation system placed significant demands on principals, teachers

and psychologists.  It was also

time-consuming, thereby delaying the allocation of resources for special needs.

Action had to be taken to reform the system and the model now being

introduced will, over time, significantly improve the capacity of the system to

cater for children with special needs in a speedier, more effective way.

<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

revised system will reduce the administrative burden on schools and allow them

to concentrate on the delivery of services to pupils with special needs.

It will also allow psychologists to devote more time to advising teachers

on planning for individual children and for whole school provision.<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

weighted allocation will be made up as follows: in the most disadvantaged

schools - as per the urban dimension of giving children an even break - a

teacher of pupils with special educational needs will be allocated for every 80

pupils to cater for the subset of pupils with higher incidence special needs; in

all boys schools, the ratio will be one teacher for every 140 pupils; in mixed

schools, or all girls schools with an enrolment of greater than 30% boys, one

for every 150 pupils; and in all girls schools, including schools with mixed

junior classes but with 30% or less boys overall, one for every 200 pupils.

<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">In

the lower incidence disability categories resources will continue to be

allocated on the basis of individual applications, a point the Deputies did not

make clear in their contributions this evening.<span style="mso-spacerun:

yes">  It is important that where there is a particular and special

need in the low incidence category these children are considered individually.

The resource will be allocated to them according to their individual

needs.<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">These

pupils are not evenly distributed among schools and a weighted model would not

be appropriate.  However, the

impending involvement of the national council for special education and the

organisers will greatly enhance the speed of response to such applications.

Furthermore, the fact that individual psychological assessments will not

be needed for pupils being catered for under the weighted model will enable

psychological services to provide a better service to those in the lower

incidence categories as well as greater levels of systemic support to schools.<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

Opposition motion referred to the responsibilities of school principals in this

area.  The weighted model will

allocate an appropriate level of resources to schools.

The deployment of those resources is, as it should be, a matter for the

schools and in particular for school principals in consultation with their

staff.  The needs of children change

over time as they develop and as programmes devised by their teachers take

effect.  Decisions in this area are

best taken at school level rather than at a remote distance by the Department of

Education and Science.  <o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">My

Department has supported and will continue to support schools and principals

through the provision of advice and not least through the support of the

national educational psychological service.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">Applications

for special needs assistants will continue to be made on an individual level in

accordance with the criteria already set out by the Department.

The criteria which were set out referred to a significant medical need

for such an assistant, a significant impairment of physical or sensory function,

or where the child's behaviour is such that he or she is a danger to him or

herself or to another.<span style="mso-spacerun:

yes">  There was a significant care element included in those

criteria.  The processing of these

applications will shortly transfer to the national council for special education

which will improve the speed of response.  <o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">Parents

and teachers would look forward to a situation in which a child would not be

totally dependent on the special needs assistant in his or her class but would

be able to gain the independence as he or she goes through the education system

which would enable him or her to participate fully in society.

<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">I

have taken immediate measures to have outstanding applications for special

education resources responded to straightaway. <span style="mso-spacerun:

yes"> The objective in establishing the national council for special

education is to have clarity of entitlement, an accessible service at local

level and speedy delivery.  <o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

general functions of the council are to carry out research and provide expert

advice to the Minister on the educational needs of children with disabilities.

It will provide a range of services at local and national level in order

to identify and address the educational needs of children with disabilities.<span style="mso-spacerun:

yes">  It will also co-ordinate the provision of education and

related support services with health boards, schools and other relevant bodies.

<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

people with whom we deal in the special education area frequently raise the

issue of the lack of co-ordination between the health services, parents feeling

excluded from such decisions and the role of the teacher locally.

Placing organisers in the locality will enable them to work with the

parents and the schools, particularly to co-ordinate the services on a local

level.  That will ensure that when a

child has been identified as having a special need, the services can be put in

place immediately. <o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">A

total of 98 posts have been approved for the existing council; 18 of them for

administrative and research purposes, 11 of which, including that of chief

executive officer, were filled during 2003 in order to make practical

preparatory arrangements for the council.  A

further five appointments have been made this year to date and two posts remain

to be filled.  The more important

posts are those of the special education needs organisers, 70 of whom have been

appointed, with a further ten to come.<span style="mso-spacerun:

yes">  They will be responsible for ensuring that all special

educational needs in their areas are addressed in an effective manner.

The council will deploy the SENOs throughout the State to ensure national

coverage.  They will be charged with

facilitating access to, and co-ordinating education services for, children with

special needs in their areas.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">They

will do this by liaising between local providers of educational services, and of

necessary ancillary services, the council, the Department and parents.

In many cases provision will be based on individual education plans for

the children involved.<span style="mso-spacerun:

yes">  This is precisely what the Deputies in the House have called

for tonight and it is needed for these children.

The 70 SENOs commenced employment with the council on 1 September 2004.

They were recruited in an open, competitive process and all have previous

experience of direct service provision to people with disabilities and have

wide-ranging experience from which the whole system can benefit.

We hope to fill the remaining ten posts by the end of this year.

<span lang="EN-GB" style="mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

SENOs who have been appointed are being assigned responsibility for specific

primary, post-primary and special schools in their areas.

They are engaged in an induction training programme and information

gathering visits to their assigned schools.

This should address the comment made by one to Deputy Enright.

Following the induction training and the information gathering they will

be able to engage in their functions as soon as they officially start work.

The council and the Department of Education and Science are discussing

the structured transfer of functions.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">There

is provision to establish a council with similar functions but with a wider

remit under the Education for Persons with Special Educational Needs Act 2004.

As soon as a Commencement Order is made in respect of the Act the

existing council will be dissolved and replaced by a Council established under

the Education for Persons with Special Educational Needs Act 2004.

I intend to consult with the Council at an early date in advance of

making the initial Commencement Order.  <o:p>

</o:p>

<u1:p>

</u1:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">In

addition to the changes made in the delivery of resources to date the Education

for Persons with Special Educational Needs Act 2004 provides a map to the future

development of special educational needs services.

The Act reflects the Government's commitment to putting in place a

strategy to address the needs of people with disabilities.

It will begin in steps over the next few years, in accordance with an

implementation plan to be drafted by the national council for special education.

<o:p>

</o:p>

<u1:p>

</u1:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

Act will create enforceable rights to an educational assessment for all children

with special educational needs, the development of an individual educational

plan and the delivery of education services on foot of the plan.

It will also ensure that the resources necessary to vindicate those

rights will be available to schools, health boards and the council.

Resources are of major importance to the provision of the service.<u1:p>

</u1:p>

<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">There

will be duties on the Ministers for Finance, Health and Children, and Education

and Science to ensure that adequate resources are provided for the delivery of

services.  In particular the

Minister for Finance is obliged to have due regard to the State's duty to

provide for an education appropriate to the needs of every child under the

Constitution and the necessity to provide equity of treatment to all children.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

council will coordinate special education provision, provide special needs

organisers to promote good practice in special education and guarantee that

children with special needs receive an appropriate education.

The 70 special educational needs organisers will assist parents and

schools in making education readily accessible to children with disabilities.

That education will, as far as practicable, take place in an integrated

setting.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">One

of the principles underpinning the Act is that parents must have a right to be

consulted and fully informed at every stage of the process.

If they feel their views are not being full recognised, or where they

feel the plan is not being implemented effectively, they have a right to appeal

any decisions concerning their children and these matters to an independent

review board.  The board has the

power to compel bodies, including health boards to take specific actions to

address matters before it.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">Nothing

in the Act will restrict the right of recourse to the courts, rather it will

simplify the process of enforcing the right to an appropriate education through

the appeals board and the introduction of a mediation process prior to full

scale litigation if the parents remains dissatisfied with the appeals board's

findings.  The rights of the parents

are protected the whole way to ensure that they are satisfied with the

provisions of the findings on the needs of the child and the services to be

provided for that child.  <o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

Comhairle (Amendment) Bill 2004 will provide an advocacy service for parents so

that in addition to the support to be provided by the special needs organisers

there will be another source of advice and support for parents.

Taken together the provisions of the Acts amount to a comprehensive

framework to address the gaps in the system, a framework which deals with the

issue not in aspirational terms but gives parents the means to enforce their

rights easily and quickly.<o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">The

record of this government in the area of special education is one of action.

We have greatly expanded the level of resourcing for pupils with special

needs.<span style="mso-spacerun:

yes">  We are putting new structures in place through the

establishment of the National Council for Special Education, which will improve

and speed up the delivery of services to pupils with special needs their parents

and schools.  <o:p>

</o:p>

<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;

line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;mso-layout-grid-align:

none;text-autospace:none">As

I said at the outset, for many years there was a deficit of recognition for

these children or their needs.

It is because of that that at least we can point to so much development

and so much resources in the last six years, as well as further improvements

that I hope to put in place to meet the needs of the children more efficiently.

I hope to deal with the outstanding applications very quickly.

We have also provided a comprehensive legislative framework to govern the

delivery of these services.

I look forward during my tenure as Minister for Education and Science to

making further improvements in services for pupils with special educational

needs.<u1:p>

</u1:p>

<span lang="EN-GB" style="font-size:8.0pt;mso-bidi-font-weight:

bold"><o:p>

</o:p>

<p class="MsoNormal" style="line-height:150%;tab-stops:0in .5in 1.0in 1.5in 2.0in 2.5in 3.0in;

mso-layout-grid-align:none;text-autospace:none"><a href="#top">

l

<a href="releases2000.htm">2000</a>  l

l <a href="releases2002.htm">2002</a>

l

l <a href="releases2004.htm">2004</a>

l  <a href="releases2000listdl.htm">Dún

Laoghaire</a>

</td></tr></table><table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td>

<hr>

Minister Mary Hanafin TD   Fianna Fáil Dún Laoghaire

Minister for Education and Science

Office: Department of Education and Science, Marlborough Street, Dublin 1

Tel: 01-878 8495  Fax: 01-878 8300

E-mail: <a href="mailto:mary.hanafin@education.gov.ie">mary.hanafin@education.gov.ie</a>

Web: <a href="http://www.maryhanafin.ie">www.maryhanafin.ie

</a>

</td></tr></table></body>

</html>

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