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Special Educational Needs.

Dáil Éireann Debate, Wednesday - 11 February 2004

Wednesday, 11 February 2004

Questions (124, 125, 126, 127, 128, 129, 130, 131, 132, 133, 134, 135, 136, 137, 138, 139, 140, 141, 142, 143, 144, 145, 146, 147, 148, 149, 150, 151, 152, 153, 154, 155, 156, 157, 158, 159, 160, 161, 162, 163, 164, 165, 166, 167, 168)

Seán Crowe

Question:

186 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia, that the Department of Education and Science should ensure that information and advice are readily available to parents and guardians of children with specific learning difficulties, including those arising from dyslexia, through the development of appropriate printed and electronic materials and through the distribution of such materials through schools. [4117/04]

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Seán Crowe

Question:

187 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia, that the number of resource hours sanctioned for primary level students with specific learning difficulties, including those arising from dyslexia, should where necessary exceed the current limit of 2.5 hours per week. [4118/04]

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Seán Crowe

Question:

188 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia, that a pupil teacher ratio of 9:1 or equivalent should be implemented in special classes in mainstream primary schools and in special schools for students with specific learning difficulties, including those arising from dyslexia. [4119/04]

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Seán Crowe

Question:

189 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia, that special needs assistants should be assigned to special classes and special schools for students with specific learning difficulties, including those arising from dyslexia, on a needs basis, so that teachers can better plan and implement programmes that address students' individual learning needs. [4120/04]

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Seán Crowe

Question:

190 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that, in the absence of equitable access and contingent on the outcomes of relevant research, the Department of Education and Science should develop a strategic plan for the establishment of additional special classes in mainstream primary schools for students with specific learning difficulties, including difficulties arising from dyslexia. [4121/04]

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Seán Crowe

Question:

191 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that in consultation with relevant bodies, including the National Educational Psychological Service, the Department of Education and Science should review and amalgamate current circulars dealing with the identification of specific learning difficulties, including those arising from dyslexia, to remove inconsistencies between circulars and to incorporate the phased model of identification and other changes recommended in this report. [4122/04]

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Seán Crowe

Question:

192 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the identification of dyslexia should be based on the phased model of identification outlined in chapter five of the report and should culminate in a review of the student's learning needs by a multidiscliplinary team drawing on the outcomes of ability and achievement tests and on information on the student's response to planned changes in their class and learning support programmes. [4123/04]

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Seán Crowe

Question:

193 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that emerging perspectives on the identification of specific learning difficulties, including current discrepancy based models, should be kept under review and should be adopted as appropriate. [4124/04]

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Seán Crowe

Question:

194 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that in order to better meet the needs of students with learning difficulties arising from dyslexia, the Department of Education and Science should expedite implementation of its learning support guidelines, including the provision by a learning support teacher of intensive supplementary teaching to no more than 30 students in any instructional term. [4125/04]

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Seán Crowe

Question:

195 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Education and Science should appoint a national learning support co-ordinator and 50 regional learning support advisers to provide advice and support to schools and learning support teachers at the primary and post-primary levels. [4126/04]

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Seán Crowe

Question:

196 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Education and Science should sanction learning support posts on a needs basis in recognised private post-primary schools, thereby enabling recognised learning support teachers in such schools to attend in-career development courses in learning support sanctioned by the Department. [4127/04]

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Seán Crowe

Question:

197 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that in view of recent equality legislation, the Department of Education and Science should refer to the director of equality investigations and the National Disability Authority the practice of appending explanatory notes to the certificates of candidates with specific learning difficulties, including those arising from dyslexia, who are granted certain accommodations in State examinations. [4128/04]

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Seán Crowe

Question:

198 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Educationand Science should examine a range of accommodations that might be offered to all students with specific learning difficulties arising from dyslexia in State examinations, including the provision of test papers with enlarged print, and the option of listening to the examination questions on tape. [4129/04]

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Seán Crowe

Question:

199 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Education and Science should inform examination candidates with specific learning difficulties, including those arising from dyslexia, at least six months beforehand whether their applications for reasonable accommodations have been successful so that schools can be supported in providing appropriate preparation and training. [4130/04]

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Seán Crowe

Question:

200 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Education and Science should commission the development of assessment and support materials in Irish so the needs of students whose first language is Irish can be effectively addressed. [4131/04]

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Seán Crowe

Question:

201 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that in the context of an increasingly multi-ethnic society, the Department of Education and Science should consider the cultural appropriateness of testing and teaching materials in English for students with learning difficulties. [4132/04]

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Seán Crowe

Question:

202 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the inspectorate of the Department of Education and Science should, as provided for in the Education Act 1998, monitor and report on the implementation by schools of strategies designed to address the needs of students with learning difficulties arising from dyslexia, including learning support and special education services. [4133/04]

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Seán Crowe

Question:

203 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Education and Science should provide guidelines to learning support and resource teachers in Gaeltacht schools and Gaelscoileanna on the language through which additional support should be given to students with learning difficulties in those cases in which the language of the home is different from the language of the school. [4134/04]

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Seán Crowe

Question:

204 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Education and Science should commission a study to compare the relative effectiveness and appropriateness to the needs of individual students and their parents of the three models of special education provision that are in place for primary level students with specific learning difficulties, including those arising from dyslexia, resource teaching support, enrolment in a special class and enrolment in a special school. [4135/04]

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Seán Crowe

Question:

205 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Education and Science should commission a study on the operation and effectiveness of the learning support and resource teaching services in post-primary schools, including the nature of provision for students with learning difficulties arising from dyslexia. [4136/04]

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Seán Crowe

Question:

206 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Education and Science should commission a review of existing research on the effectiveness of therapies and interventions that have been designed to address the neurological and perceptual capacities of students with learning difficulties arising from dyslexia. [4137/04]

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Seán Crowe

Question:

207 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Education and Science should arrange for the maintenance of a database of students with specific learning difficulties, including dyslexia, who are in receipt of special education services in primary and post-primary schools. [4138/04]

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Seán Crowe

Question:

208 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Education and Science should initiate the setting up of an interdepartmental committee that includes the representatives of the Departments of Enterprise, Trade and Employment, Health and Children, Social and Family Affairs, Justice, Equality and Law Reform, and Finance to ensure that the needs of students with learning difficulties arising from dyslexia are addressed in a co-ordinated manner and that administrative and professional boundaries do not hamper the delivery of appropriate services. [4139/04]

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Seán Crowe

Question:

209 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the Department of Education and Science should draw upon the expertise of approved and recognised voluntary organisations that provide assessment and teaching services for students with learning difficulties arising from dyslexia as new initiatives designed to tackle such difficulties are implemented; and if he will outline the mechanisms in place to allow for this. [4140/04]

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Seán Crowe

Question:

210 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that teaching practice for pre-service teachers at the primary and post-primary levels should include a placement with a trained learning support or special education teacherthat involves programme planning and implementation at the individual student level. [4141/04]

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Seán Crowe

Question:

211 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that educational psychology should be offered in colleges of education as a subject option in primary teacher education programmes leading to the Bachelor of Education degree. [4142/04]

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Seán Crowe

Question:

212 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the language acquisition and reading methodology courses offered to primary level pre-service teachers should incorporate information on the more systematic and detailed approaches required to teach reading and writing to students with learning difficulties arising from dyslexia. [4143/04]

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Seán Crowe

Question:

213 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that pre-service teacher education programmes at primary and post-primary levels should include input on special education needs, both integrated within general courses and as an area of study in itself, and attention should be given to ways in which class and subject teachers can identify and meet the needs of students with learning difficulties arising from dyslexia. [4144/04]

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Seán Crowe

Question:

214 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the number of places on in-service courses for learning support and resource teachers should be increased to cater for recent and envisaged expansion of the learning support and resource teaching support services. [4145/04]

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Seán Crowe

Question:

215 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that in-career development courses for learning support and resource teachers dealing with the identification of learning difficulties arising from dyslexia, and the planning and implementation of appropriate interventions, should be provided as a matter of urgency. [4146/04]

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Seán Crowe

Question:

216 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that intensive in-career development courses dealing with the identification of learning difficulties arising from dyslexia, differentiated teaching and programme planning and implementation at the individual student level should be arranged for all class and subject teachers on an ongoing basis. [4147/04]

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Seán Crowe

Question:

217 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that special schools for students with specific learning difficulties, including dyslexia, should be developed as resource centres for special class teachers and resource teachers working with students with learning difficulties arising from dyslexia, through the development of links with local education centres. [4148/04]

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Seán Crowe

Question:

218 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that each primary and post-primary school should incorporate into its school development plan whole-school procedures and strategies for identifying and addressing the needs of students with learning difficulties arising from dyslexia. [4149/04]

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Seán Crowe

Question:

219 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that each primary and post-primary school should involve parents of students with learning difficulties arising from dyslexia in the assessment of their child's learning needs, inthe development and implementation of an individual learning programme and in making decisions on continuation and discontinuation of support services. [4150/04]

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Seán Crowe

Question:

220 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that each primary and post-primary school should identify in the school development plan a named teacher with responsibility for the co-ordination of services for students with learning difficulties arising from dyslexia and other special needs and that this teacher's duties should include the maintenance of records, liaison with parents and with professionals outside the school, liaison between the students' teachers and the maintenance of links between students' primary and post-primary schools. [4151/04]

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Seán Crowe

Question:

221 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that each primary and post-primary school should involve parents of students with learning difficulties arising from dyslexia in the assessment of their child's leaning needs, inthe development and implementation of an individual learning programme and in making decisions on continuation and discontinuation of support services. [4152/04]

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Seán Crowe

Question:

222 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that schools should monitor the effectiveness of interventions that are put in place to address the needs of students with learning difficulties arising from dyslexia, in the context of developing and evaluating implementation of the school development plan. [4153/04]

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Seán Crowe

Question:

223 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that, where possible, schools should ensure continuity in the development of expertise and of support services by allocating the same teachers to learning support/resource teaching duties for a period of several years; and what the Department has done to make it possible for schools to allocate teaching staff in this fashion. [4154/04]

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Seán Crowe

Question:

224 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that, where a student cannot study a subject because of a specific learning difficulty arising from dyslexia, schools should make appropriate alternative arrangements. [4155/04]

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Seán Crowe

Question:

225 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia, that the number of third level places for the post-graduate training of educational psychologists should be increased in line with projected national needs and the projected needs of the National Educational Psychological Service. [4156/04]

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Seán Crowe

Question:

226 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the National Educational Psychological Service should be provided with resources to advise schools on such matters as implementing screening and early identification programmes and programme planning to support students, parents and teachers in addressing learning difficulties arising from dyslexia, to contribute to the continuing professional development of staff members in a school and to assist in monitoring the effectiveness of interventions implemented in the school. [4157/04]

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Seán Crowe

Question:

227 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that the National Centre for Technology in Education, in the context of its work in the area of special needs and the development of Scoilnet, should be provided with resources to advise and support teachers on the use of software and assistive technology designed to address the needs of students with learning difficulties arising from dyslexia, and should make information on dyslexia available to teachers on its website. [4158/04]

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Seán Crowe

Question:

228 Mr. Crowe asked the Minister for Education and Science the progress that has been made on the recommendation of the task force on dyslexia that grants or tax relief should be available to parents of students with learning difficulties arising from dyslexia who purchase assistive technology for their children where such technology has been recommended by an accredited expert. [4159/04]

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Written answers

I propose to take Questions Nos. 186 to 228, inclusive, together.

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 and 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; the development, in association with the Department of Education in Northern Ireland, of an information resource on dyslexia to be made available in cd, dvd and video format.

In addition to the above measures, a key focus of my Department has been on advancing the fundamental structural and legislative measures which are necessary to underpin the development and delivery of services for persons with special needs, including children with dyslexia. A key development on the structural front has been the Government's decision to approve the establishment of the National Council for Special Education.

The national council, which will have a local area presence, will play a key role in the development and delivery of services for persons with special needs, including children with dyslexia. It will have a research and advisory role and will establish expert groups to consider specific areas of special needs provision. It will also establish a consultative forum to facilitate inputs from the education partners and other interested parties. Arrangements for the establishment of the council are now well advanced. A chief executive has been appointed, the Oireachtas has approved an order establishing the council, the first meeting of which has already taken place, and the recruitment of council staff is in hand.

I have brought forward legislation, based on the Education for Persons with Disabilities Bill 2003, aimed at establishing the rights and entitlements of persons with special needs, including dyslexia, to an appropriate education service and providing the necessary framework for effective service delivery. My objective is to secure the passage of this legislation through the Oireachtas as quickly as possible.

Billy Timmins

Question:

229 Mr. Timmins asked the Minister for Education and Science the position of a person (details supplied) in County Wicklow who was assessed by an educational psychologist in December 2002 that recommended an allocation of 3.5 hours weekly with a resource teacher and a full-time special needs assistant; if this can be sanctioned as a matter of urgency; and if he will make a statement on the matter. [4164/04]

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At present the school has the services of a full-time and part-time resource teacher together with a shared learning support teacher.

My Department received an application for further special educational resources from the school. SER applications received between 15 February and 31 August 2003, including the one made by the school, are being considered. More than 5,000 applications were received. Priority was given to cases involving children that started school last September and all of them were responded to at or before the commencement of the current school year.

A dedicated team reviewed the balance of more than 4,000 applications. It comprised members of my Department's inspectorate and the national educational psychological service. The applications are being further considered in the context of the outcome of surveys of SER provision conducted over the past year. Account is also being taken of existing resource levels. The details were submitted by schools as part of the recent nationwide census of SER provision.

The processing of the applications is complex and time consuming. My Department is endeavouring to complete it as quickly as possible when my officials will respond to all applicant schools. Schools are advised to refer to circular 24/03 that issued last September. It contained practical advice on how to achieve the most effective deployment of resources already allocated for special educational needs within a school.

Billy Timmins

Question:

230 Mr. Timmins asked the Minister for Education and Science the position of 14 persons (details supplied) awaiting recommendations from their psychological assessments to be implemented; if the resource teaching hours can be sanctioned as a matter of urgency; and if he will make a statement on the matter. [4165/04]

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At present the school has the services of a full-time and part-time resource teacher together with a shared learning support teacher. My Department received applications for further special educational resources from it.

Resources in respect of an emergency application for one of the persons have been approved on a temporary basis. SER applications received between 15 February and 31 August 2003, including the applications for the remaining 13 persons, are being considered. More than 5,000 applications were received. Priority was given to cases involving children who started school last September and all these cases were responded to at or before the commencement of the current school year.

The balance of more than 4,000 applications has been reviewed by a dedicated team comprising members of my Department's inspectorate and the national educational psychological service. The applications are being further considered in the context of the outcome of surveys of SER provision conducted over the past year. Account is also being taken of existing resource levels, the details of which were submitted by schools as part of the recent nationwide census of SER provision.

The processing of the applications is complex and time consuming. My Department is endeavouring to have it completed as quickly as possible and my officials will then respond to all applicant schools. Pending a response, schools are advised to refer to circular 24/03 issued last September. It contained practical advice on how to achieve the most effective deployment of resources already allocated for special educational needs in a school.

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