Dáil Éireann Debate, Wednesday - 17 February 2021
433. Deputy Thomas Pringle asked the Minister for Education if dyslexia assessments will continue to run for children referred by their schools (details supplied); and if she will make a statement on the matter. [8511/21]
View answerDES Circular 007/2019 for primary schools and 008/2019 for post primary schools set out the details of the model for allocating special education teachers to schools.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools.
The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
It gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.
The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.
The Department of Education and Skills has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model, which are available at www.education.ie.
The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it.
Under the special education teacher allocation model schools are frontloaded with resources, based on each schools profile, to provide supports immediately to those pupils who need it without delay.
Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Children do not have to be labelled with a particular condition to qualify for extra teaching assistance. (Suggest replace with Children and young people do not require a diagnosis in order to access support for their learning difficulties in school,
The model gives greater freedom to schools to give extra teaching help to the pupils who most need it, regardless of their diagnosis.
Schools also do not have to give a set amount of time to pupils based on their disability category. They can give the most assistance to the pupils who need the support most and allocate resources based on needs.
Dyslexia is understood in the context the severity and persistence of an individual’s needs over time and their response to intervention. This approach aligns with the new Special Educational model in schools, which uses a problem solving approach to identify the specific needs of the individual, places the focus on matching of specific interventions to that need and support their literacy development and reviews progress.
Children who have additional learning needs in school, including children with dyslexia, may receive additional teaching support in schools, without a requirement for them to have a formal assessment or diagnosis of a particular condition.
