Written Answers. - Special Educational Needs.
Billy Timmins
Question:
176
Mr. Timmins
asked the
Minister for Education and Science
if his Department has carried out research into dyslexia; if so, the type of research carried out; the plans, if any, he has to conduct such research; and if he will make a statement on the matter.
[23801/99]
Billy Timmins
Question:
190
Mr. Timmins
asked the
Minister for Education and Science
if his Department has researched dyslexia; if so, the research carried out; the plans, if any, he has for such research; and if he will make a statement on the matter.
[23746/99]
I propose to take Questions Nos. 176 and 190 together.
My Department's policy in relation to the identification and support of children with specific learning disability, including dyslexia, is in line with the recommendations of the special education review committee which reported in 1993. The criteria involved in the identification of such conditions include: assessment by a psychologist on a standardised test of intelligence which places general intellectual ability within the average range or above; performance in basic literacy skills in relation to objective criteria, such as standardised tests.
It would be expected that not more than some 2% of the overall pupil population would be found to be in this category. The educational needs of primary pupils with specific learning disability, including children with dyslexia, are generally capable of being met within the ordinary school system with the support where appropriate of the remedial teacher service.
In November 1998, I announced a major new development in special education services under which all children with special educational needs in the primary system are now entitled to an automatic response to those needs. The response may take the form of additional teaching or child care support, or both, depending on the particular needs involved. Children with learning disabilities, including dyslexia, are entitled to avail of this development. Where more serious cases of difficulty arise, provision is made in special schools or special classes dedicated to such children. These facilities operate at a reduced pupil teacher ratio of 11:1.
Second level pupils with specific learning disability are normally integrated into ordinary classes and may receive additional support through a remedial teacher, guidance counsellor or subject teacher.
I am reviewing the manner in which my Department operates in all areas concerning special needs, including the commissioning and use of research.
