I have just recently received correspondence from the Waterford Association for Learning Difficulties regarding the provision of supports, including educational facilities, for pupils with attention deficit disorder and attention deficit hyperactive disorder.
Many children exhibiting less extreme forms of the behaviour associated with ADD/ADHD are being successfully taught within mainstream classes with the support, where necessary, of remedial teachers.
Where more pronounced forms of the behaviour are exhibited, the children have access to a range of special support services including special schools for pupils with emotional and behavioural disturbance; special support from the resource teacher service and special support from the teacher counsellor scheme.
In addition, my Department's inspectorate ensures that the attention of teacher trainers is drawn to the condition in question.
I recently announced a major new initiative in the special education area. This initiative is specifically designed to ensure that all children who have been assessed as having a special need will receive the support they require.
A key element in this initiative is the introduction of a formalised system of special support for all children attending national schools on a full integrated basis who have been assessed as having a special educational need. Such support may take the form of extra teaching or child care support or both depending on the assessed needs of the individual child.
My Department is currently considering all applications for either teaching or child care support in the context of this recent development.