Dáil Éireann debate -
Wednesday, 13 Nov 2002

Vol. 557 No. 2

Written Answers. - Special Educational Needs.

Trevor Sargent

Question:

216 Mr. Sargent asked the Minister for Education and Science if his attention has been drawn to the fact that parents of children and adults with attention deficit disorder and attention deficit hyperactivity disorder have needs which are not being met in education (details supplied); and his plans to help those affected by ADD and ADHD. [21809/02]

Minister for Education and Science (Mr. N. Dempsey)

It is the policy of my Department that all teachers working with children with special education needs, including children with attention deficit disorder and attention deficit hyperactivity will have relevant training. In recent years, there has been a major increase in the level of additional teaching resources made available to schools to cater for children with special educational needs, including children with ADD and ADHD. These additional staffing appointments bring with them the need for additional training in all aspects of special educational provision and this is being addressed on an ongoing basis.

Through the colleges of education, my Department funds a range of post-graduate and induction programmes designed to address the additional knowledge and skills that teachers may require in catering for the children in question. Local courses are also provided through the education centres network and these include courses specifically on ADD an ADHD. In addition, my Department recently provided funding for 135 teachers who participated in an e-learning summer course on ADD and ADHD. This innovative course was made available throughout the months of July and August 2002.

The existing full-time programmes of pre-service teacher training – primary – in the colleges of education contain appropriate elements to assist the student teachers in recognising and dealing with children with special needs. Students undertaking the Bachelor of Education Degree or the Graduate Diploma in Education (Primary Teaching) in St. Patrick's and Mary Immaculate colleges of education now follow a course module on special education. This module covers the broad range of issues in special education. In the Church of Ireland and Coláiste Mhuire, Marino colleges of education, particular attention is paid to special needs and learning difficulties arising from various factors under method studies in English and mathematics. In the case of the Froebel College of Education, students have a course module under remedial work. This deals with learning difficulties arising from special needs.

The general aim of the National Educational Psychological Service, NEPS, is to assist in facilitating all students to develop to their potential and to maximise the benefits of their educational experiences, having particular regard to those having special educational needs. At present, practically all post-primary schools and approximately 1,950 national schools are served by NEPS. This number will be substantially increased by the end of the year 2002 as recently appointed psychologists are assigned to schools.

In those schools served by NEPS, the educational psychologists take referrals of children suspected to have ADD or ADHD. They work in collaboration with teachers and parents and use agreed diagnostic criteria to identify children with these syndromes. In most cases, they refer such children on to clinical services for further advice, as it is usually necessary for full diagnosis and support to be provided by a multi-disciplinary team. The educational psychologists continue to provide advice to the teachers of children with ADD or ADHD on educational programmes and behavioural management.

The special educational needs of children with ADD and ADHD can be addressed in special dedicated schools, in special dedicated classes attached to ordinary schools, or on an integrated basis in ordinary schools. Decisions regarding the most appropriate model of response in each case are based on the professionally assessed needs of the individual child. Many children suffering from the conditions in question are capable of attending ordinary schools on an integrated basis with the support, where necessary, of the resource teacher and special needs assistant services. Where the level of the disorder is of a more serious nature, provision is made by way of special schools or special classes attached to ordinary schools. All such facilities operate at a maximum pupil teacher ratio of 8:1 and special needs assistant support is provided where required.

It is my intention to continue to build on these developments to ensure that all children, including children with attention deficit disorder and attention deficit hyperactivity disorder, receive the support they require.