Vol. 511 No. 1
187 Mr. Timmins asked the Minister for Education and Science if instruction on the way to identify dyslexia comprises part of the primary teacher training programme; if so, the way in which this is carried out; and if he will make a statement on the matter. [23743/99]
All undergraduate courses in colleges of education have elements on the teaching of reading and on the identification of mild reading difficulties. More severe and specific reading difficulties – dyslexia – are dealt with by remedial teachers and they receive training in postgraduate courses in remedial education in a number of colleges of education. They receive training in the use of a range of diagnostic and other tests.
It is generally accepted that the identification, diagnosis and remediation of specific reading disability – dyslexia – is a multidisciplinary process involving teachers, psychologists and some branches of the medical profession.
188 Mr. Timmins asked the Minister for Education and Science if instruction on the way to identify dyslexia comprises part of the higher education diploma training program for secondary school teachers; if so, the way in which this is carried out; and if he will make a statement on the matter. [23744/99]
Provision for the treatment of dyslexia is not a formal part of the higher diploma in education. However, there are inputs to the course on the subject as part of a general alertness orientation programme on a variety of learning difficulties that may be present in the case of some pupils. Such lectures assist students in identifying such problems as dyslexia. The issue of dyslexia is covered in much greater depth as part of remedial education courses.
189 Mr. Timmins asked the Minister for Education and Science the in-service training, if any, available to primary and secondary school teachers to assist them in identifying the symptoms of dyslexia; and if he will make a statement on the matter. [23745/99]
Training and support is provided within the overall inservice provision for remedial education. Courses are supported and directly funded by the in-career development unit of my Department. Course syllabi include training in the diagnosis and identification of reading difficulties and in appropriate techniques for remediation. In particular, there is a focus on the problem of specific learning difficulties, including dyslexia, in relation to diagnosis and pedagogy.
Many shorter courses for remedial and other interested teachers in specific learning difficulties have been supported financially by my Department. They have been provided mainly through the network of education centres, through teachers' organisations and through the programme of summer courses for primary teachers.
