David Stanton
Question:535 Mr. Stanton asked the Minister for Education and Science the supports available to pupils suffering from dyslexia at primary school level; and if he will make a statement on the matter. [2163/03]
Written Answers. - Special Educational Needs.
Children with dyslexia are generally catered for on an integrated basis in ordinary primary schools where they can be supported by the learning support teacher service or the resource teacher service. Where the condition is of a more serious nature, provision can be made in one of the four special schools or 23 special classes attached to ordinary primary schools and dedicated to the needs of such children at present. Decisions on placements are based on the professionally assessed needs of the individual child and parental wishes in relation to their children.
All special schools and special classes dedicated to children with specific learning disability – dyslexia – operate at a reduced pupil teacher ratio of 9:1 and pupils attending such facilities attract a special increased rate of capitation funding. Children with dyslexia attending ordinary schools on an integrated basis may be supported by the learning support teacher service or the resource teacher service. The level of support provided is based on the professionally assessed needs of the individual child. At present, there are 1,531 learning support teachers and approximately 2,300 resource teachers in the primary system.
My Department also provides funding to schools for the purchase of specialised equipment such as computers to assist children with special needs with their education, including children with dyslexia, where recommended by relevant professionals. Grant aid is also provided to the Dyslexia Association of Ireland to aid in its work in supporting persons with dyslexia.
The report of the task force on dyslexia contains over 60 individual recommendations ranging across a wide variety of issues from identification and assessment, to models of service delivery, specialist training for service providers, to issues relating to structural reforms. Since the task force reported, a number of initiatives have been taken in the area of dyslexia. These include: the introduction of the first ever on-line training course for teachers catering for pupils with dyslexia; the appointment of ten new learning support trainers to the primary curriculum support programme specifically to provide in-depth support for the implementation of learning support guidelines for children with dyslexia; and a reduction from 11:1 to 9:1 in the pupil teacher ratio applicable to special classes catering for children with dyslexia.
In addition to the above measures, significant progress has been made on developing the structural and legislative framework necessary to ensure the successful implementation of the task force's recommendations. To date, a key focus of my Department has been on finalising arrangements for the establishment of the national council for special education which will be of central importance in facilitating the development and delivery of special education services, including services for children with dyslexia. Significant progress has already been made in developing the national council. A chief executive officer designate has been appointed and an order to formally establish the council will be brought before the Oireachtas shortly.
I will also be bringing forward legislation at the earliest possible date, based on the Education for Persons with Disabilities Bill, which will establish the rights and entitlements of children and adults with special needs, including dyslexia, and provide the necessary framework for effective service delivery.