Vol. 553 No. 6
63 Mr. Stanton asked the Minister for Education and Science the nature and extent of the various and respective learning difficulties experienced by pupils in primary schools; the measures put in place by his Department and State agencies to identify, support and assist pupils, teachers and families where such learning difficulties are encountered; his further plans in this regard; and if he will make a statement on the matter. [14773/02]
Children in the primary system can experience learning difficulties as a result of a variety of factors. Such difficulties can also vary significantly in intensity.
My Department currently recognises a range of conditions which can give rise to learning difficulties among children in the primary system. The conditions in question include: physical disability; hearing impairment; visual impairment; emotional disturbance and-or behavioural problems; attention deficit disorder; attention deficit hyperactivity disorder; borderline-mild general learning disability; moderate general learning disability; severe-profound general learning disability; autism-autistic spectrum disorders; specific learning disability; specific speech and language disorder and multiple disabilities.
Qualified primary school teachers are trained to identify children who may be encountering learning difficulties. In some cases the nature of the difficulty may be such as to be capable of being addressed by the learning support teacher. Since 1999 the learning support teacher service has been extended to all primary schools. At present there are 1,488 learning support teachers in the primary system.
Where the difficulties appear to be of a more serious nature arrangements can be made to have the child assessed. The National Educational Psychological Service was established in 1999 and has responsibility for conducting such assessments.
Children identified as having special educational needs on the basis of professional assessments have access to a range of support services. Depending on the nature and level of difficulty involved, such children may be placed in special schools, in special classes attached to ordinary schools or in integrated settings with appropriate support.
There are 108 special schools and approximately 500 special classes in the primary system. Each of these facilities is dedicated to a particular special needs category and enjoys significantly reduced pupil teacher ratios which range from 6:1 to 11:1.
Children whose difficulties are less severe may be capable of attending ordinary primary schools on a fully integrated basis. Such children can be supported by the resource teacher service and the special needs assistant service. At present there are approximately 1,700 resource teachers and 3,300 special needs assistants in the primary system.
