Vol. 314 No. 6
asked the Minister for Education if he is aware of a report (details supplied) that between 12 and 13 per cent of primary school-leavers have reading or writing disabilities; the approximate total number of children involved; and the action it is proposed to take to remedy the situation.
25.
asked the Minister for Education if he is aware of the recent reports published by the Education Centre of St. Patrick's College, Drumcondra, which indicates that 8,000 primary school children leave the primary sector unable to cope with reading and writing demands of every-day living; and the action it is intended to take to rectify this serious problem.
With the permission of the Ceann Comhairle, I propose to take Questions Nos. 24 and 25 together.
I am aware of the report referred to by the Deputies concerning a survey which found that between 12 per cent and 13 per cent of primary school-leavers have reading or writing difficulties. The survey applied to a total of 4,750 pupils and does not indicate what the relevant percentage would be in relation to 566,034 pupils.
The findings of the survey are, however, in accord with the findings of a number of similar surveys elsewhere and it is, in fact, accepted in most developed countries that 10 per cent to 15 per cent of the school-going population may be backward in basic literary skills. Hence, the results of the survey referred to by the Deputies do not point to a problem of greater dimensions here than in other countries. The Deputies are aware of the priority which I am giving to reducing the pupil-teacher ratio, thereby enabling teachers to devote greater attention to the problems of backwardness.
In-service training of teachers, the availability of graded reading materials and group teaching methods also help to ensure that the curriculum is modified to suit the needs of the individual pupil. Remedial teachers are appointed in areas of particular need and I have sanctioned 100 such appointments this year. A new scheme is being formulated for second level schools which will provide for the appointment of a further 100 remedial teachers in the coming year. I am satisfied, therefore, that I am taking adequate action to combat such problems of backwardness as exist.
Is the Minister aware that the Chairman of the Higher Education Authority, a former secretary of the Department, suggested recently that an appropriate way to tackle this serious problem would be to identify those eight-year-olds who have reading and writing problems so that they can have particular attention paid to them in their last years in primary school? Would he not consider that this would be a more effective way of dealing with the problem than the more necessarily longer term approaches he has outlined in his answer?
I have not noted the comments to which the Deputy has referred. I will say in passing that I do not accept it is a problem which is specific to eight-year-olds. I do not accept that it is a problem the solution of which is privy to any one person. I am happy that there is an awareness of the problem in the Department. I have given to the Deputy evidence of the fact that efforts are being made to reduce it even below the existing rate, a rate which is better than that existing in this regard in most other countries.
Does not the Minister accept that the very laudable attempts that are being made to reduce the pupil-teacher ratio of their very nature and extent cannot have the effect he is hoping for until many of the children who are now at risk will have left the school system completely?
It would be with a view to remedying post factum the problems that occured in the past years because of the absence of this service in primary schools that the Minister is introducing remedial teachers into second level schools.
We trained more remedial teachers than the Minister's party ever did. We increased fourfold the number of remedial teachers. If that kind of scurrilous remark is the best that the Minister can contribute——
Order.
The Deputy opposite should contain himself. I was talking about the problem; I was not talking about the numbers of remedial teachers trained. I was talking about the problem that exists among students, who are my first concern. I share with Deputy Horgan the concern he expressed, that even if this backwardness exists in respect of one student we must be concerned about it. I am asking him to accept that in the past two years efforts which indicate acceptance of the problem have been taken and measures have also been taken to remedy the situation as far as possible. Those measures will continue to be taken, I hope at a greater rate than that obtaining to date.
Will the Minister not address himself to the suggestion that the most effective way of coping with the problem, rather than approaching it on a global scale, would be to identify the individuals in the system now who will become the illiterate school leavers? Would it not be better to work on them now before they leave the primary school?
Surely the Deputy accepts that that is what we are doing in the matter of remedial teaching and special classes. We are attempting to cope with the problem at that level. I ask the Deputy to share with me the belief that this is a matter where we must accommodate the views of many experienced people and agencies. I do not accept that the solution is that which is advanced at any stage by any one person.
I realise the Minister has considerable personal experience in this area. Does he believe that there should be a place for some kind of common objective test of certain basic reading and arithmetic skills at, say, eight years across the entire system in order to identify at an earlier stage the kind of people to whom Deputy Horgan referred and take measures at that stage rather than waiting for the problem to become more acute?
I do not like to standardise the age of eight years——
I just mentioned that age——
I accept that although this difficulty may manifest itself at the age of eight years the problems may be apparent even before that age. I should like to suggest that we apply ourselves to remedying the position from the earliest possible date. That would mean examining the situation, the social circumstances, the factors which contribute to the inability of some children. We should apply ourselves to these matters at the earliest date and not accept that the job can best be done if it is tackled at the age of eight years.
I did not say that. I meant a test at the age of eight years.
The purpose of a question is to elicit information. The matter may be debated at another time. I am calling Question No. 26.
