§ Mr. Carter-Jonesasked the Secretary of State for Education and Science (1) how many appeals he has received under section 5(6) of the Education Act 1981 during the first year of operation of the Act; if he will list the local education authorities concerned and give the number of appeals against each authority; in how many instances he has upheld the decision of the local education authority; in how many instances he has directed the local education authority to reconsider its decision; and if he will make a statement;
(2) how many appeals he has received under section 8(6) of the Education Act 1981 during the first }ear of operation of the Act; if he will list the local education authorities concerned and give the number of appeals against each authority; in how many instances he has (a) confirmed the special educational provisions specified in the statement, (b) amended the statement and (c) directed the local education authority to cease to maintain the statement; and if he will make a statement.
§ Mr. DunnThe information is as follows:
Number Partially sighted 1,529 Epileptic 1,889 Physically handicapped 4,940 Mentally handicapped 11,641 Others *9,570 Total 37,970 * Includes those children classified as having the following major handicaps: delicate, maladjusted, speech defect and autistic.
§ Mr. Alfred Morrisasked the Secretary of State for Education and Science what special training is being given to teachers in mainstream schools where children with different disabilities are being integrated.
§ Mr. DunnResponsibility for providing training opportunities to meet the needs of serving teachers rests mainly with local education authorities, as the employers 237W of most teachers. LEAs may draw on a range of training provision for special educational needs, including courses mounted by teacher training institutions. In recognition of the importance of training for teachers who have, or may be taking up, responsibilities for children with special educational needs in ordinary schools, my right hon. Friend has made this one of the priority areas of training supported under the in-service teacher training grants scheme: some 20 one-term full-time courses have been designed for inclusion in the scheme. He has also invited the advisory committee on the supply and education of teachers to undertake a broad-based review of the training requirements of teachers of pupils with special educational needs, and hopes to receive its advice very shortly.
§ Mr. Alfred Morrisasked the Secretary of State for Education and Science what extra resources are being made available to ordinary schools to enable the integration of disabled children.
§ Mr. DunnWithin the programme of specific grants for priority areas in in-service teacher training, about £1 million a year will be available to enable teachers to be released for training in special educational needs in ordinary schools.
In general, the allocation of resources among schools is a matter for the local education authorities. The Department has commissioned a study by the National Foundation for Educational Research of the allocation and use of resources for special needs in ordinary schools: this project is to report in 1986.