My Department has received representations from certain branches of the Dyslexia Association of Ireland expressing concern at the escalating costs of running their workshops, particularly in the context of current taxation laws which they say is resulting in increased costs for the association and by extension for the parents of the children availing of the service. Issues relating to tax affairs generally are a matter for the Revenue Commissioners. The question of compliance with tax regulations is a matter between the Dyslexia Association of Ireland and the individual teachers concerned.
My Department has provided annual funding of €63,500 to the Dyslexia Association of Ireland since 1999. This funding has helped the association to operate an information service for members and the public. In addition, this funding has assisted in meeting the costs associated with the attendance of some children from disadvantaged backgrounds at workshops and programmes organised by the association.
I am satisfied that there have been significant improvements in the level of school-based education services for children with dyslexia in recent years. Such children have, up to now, generally been 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. At present, there are approximately 2,600 resource teachers and 1,531 learning support teachers in the primary system.
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 children with dyslexia. All special schools and special classes for such children operate at a reduced pupil teacher ratio of 9:1.
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. Schools can apply, through the special education section of my Department for this support. Supporting documentation should include reports of psychological and other relevant professional assessments.
My Department has recently developed a new weighted system of allocation of teaching supports for special needs pupils, including those with dyslexia. The allocation of an additional 350 teaching posts for special needs and a new system for the allocation of resources for special needs in primary schools have now been approved.
The new system will involve a general weighted allocation for all primary schools to cater for pupils with higher incidence special educational needs, such as borderline mild and mild general learning disability and specific learning disability, such as dyslexia, and those with learning support needs. It will also allow for individual allocations in respect of pupils with lower incidence special educational needs.
The weighted allocation will be made as follows: in the most disadvantaged schools, as per the urban dimension of Giving Children an Even Break, a teacher of pupils with special educational needs will be allocated for every 80 pupils to cater for the subset of pupils with higher incidence special needs; in all boys schools, the ratio will be one teacher for every 140 pupils; in mixed schools, or all girls schools with an enrolment of greater than 30% boys, one for every 150 pupils; and, in all girls schools including schools with mixed junior classes but with 30% or less boys overall, one for every 200 pupils.
In addition, all schools will be able to apply for separate specific allocations in respect of pupils with lower incidence disabilities.
It is intended that the details of the new model will be set out in a comprehensive circular to issue to schools for the commencement of the new school year.
