I am aware that an application for special educational resources, SER, was received from St. Fiachra's senior school in respect of the pupil in question on 21 November 2003. SER applications received between 15 February and 31 August 2003 are being considered at present. In all, more than 5,000 such applications were received. Priority was given to cases involving children starting school last September and all these cases were responded to.
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. These applications are being further considered in the context of the outcome of surveys of SER provision conducted over the past year or so. Account is also being taken of the data submitted by schools as part of the recent nationwide census of SER provision.
The processing of the applications is a complex and time-consuming operation. However, my Department is endeavouring to have this 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, which issued in September 2003. This circular contains practical advice on how to achieve the most effective deployment of resources already allocated for special educational needs within the school. It also draws attention to a recommendation of the task force on dyslexia that a staged approach should be used in the case of pupils with dyslexia, outlining the stages involved. The expertise within the learning support teacher service is particularly appropriate to the needs of pupils with dyslexia. The school currently has the services of two learning support teachers. Accordingly, my Department has no objection to the needs of the pupil being met from within the school's existing resources.
The arrangements for processing applications received after 31 August 2003, including the one referred to by the Deputy, will be considered in the context of the outcome of discussions on a weighted system of allocation of resource teaching support. A further communication will be sent to schools in this regard.