Skip to main content
Normal View

Dáil Éireann debate -
Tuesday, 6 Oct 1998

Vol. 494 No. 4

Written Answers. - Leaving Certificate Examination.

Alan Shatter

Question:

467 Mr. Shatter asked the Minister for Education and Science the plans, if any, he has to reform the leaving certificate points system and the leaving certificate examination system to take account of the difficulties for children who suffer from dyslexia and to ensure that children with a high IQ are not prevented from participating in third level education due to the difficulties they experience in completing three hour written examinations while suffering from this disability. [18768/98]

I should explain for the Deputy that special arrangements are made for candidates who would have a difficulty in communicating what they know to an examiner because of a physical disability, including visual and hearing impairments, or of a specific learning difficulty e.g. dyslexia. The special arrangements are intended to remove, as far as possible, the impact of the disability on the candidate's performance and thus enable the candidate to demonstrate his or her level of attainment, as distinct from attempting to compensate in any way, for a lack of ability or knowledge on the part of the candidate.

I can assure the Deputy that I will continue to keep this area under review to ensure that proper allowances are made for candidates with special needs.

I set up the Commission on the points system last year to look at the existing system of entry to third level education and to make recommendations for possible changes. The Commission has engaged in an extensive consultation process and the issues raised by the Deputy have been raised in the debate. The Commission is continuing its work and is aiming to report in the last spring/early summer next year. I look forward to receiving its recommendations.

Members of my Department's psychological service who are deployed in primary schools visit the schools assigned to them on a regular basis and carry out assessments as time allows. The schools psychologists work in close collaboration with school principals and teachers in order to agree on which pupils should be given priority for assessment. They do not operate a formal waiting list. Pupils who are perceived to have the most urgent needs may therefore be seen without undue delay. Where necessary, pupils are referred directly to the appropriate specialist agencies of the health authorities for further assessment and treatment. Many pupils with special educational needs come within this category and are assessed by psychologists employed by the health boards or by voluntary bodies under their aegis.
Top
Share