Dáil Éireann Debate, Tuesday - 13 June 2023
516. Deputy Jim O'Callaghan asked the Minister for Education whether the review of policy on specific learning difficulty/reading classes and schools has been completed; if so, whether the review can be published; and if she will make a statement on the matter. [27519/23]
View answer518. Deputy Jim O'Callaghan asked the Minister for Education whether increased funding will be provided to all three reading schools in Dublin which provide extra educational attention to children with dyslexia; and if she will make a statement on the matter. [27521/23]
View answer519. Deputy Jim O'Callaghan asked the Minister for Education why students with severe dyslexia who cannot access a place in a reading class/school are being consistently discriminated against by the NCSE and her Department which are refusing to sanction further SLD classes where there is a clear need due to significant oversubscription in reading classes and schools currently (details supplied); and if she will make a statement on the matter. [27522/23]
View answer520. Deputy Jim O'Callaghan asked the Minister for Education when reading schools will be consulted in respect of the current review of specific learning difficulty provision which is being carried out by her Department; when the review will be published; and if she will make a statement on the matter. [27523/23]
View answer521. Deputy Jim O'Callaghan asked the Minister for Education why a school (details supplied) was excluded from submitting data and outcomes from the school's self-evaluation process as part of the review of specific learning difficulty provision; and if she will make a statement on the matter. [27524/23]
View answer522. Deputy Jim O'Callaghan asked the Minister for Education when children with severe dyslexia and their parents will be consulted in respect of the current review of specific learning difficulty provision which is being carried out by her Department; when the review will be published; and if she will make a statement on the matter. [27525/23]
View answerI propose to take Questions Nos. 516, 518, 519, 520, 521 and 522 together.
I would like to thank the Deputy for the questions and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government. It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
My Department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education. My Department has provided very considerable additional resources to mainstream schools in recent years to assist them in meeting the needs of pupils with special educational needs, including those with a Specific Learning Disability (SLD). This includes thousands of additional special education teachers (SETs) and special needs assistants (SNAs). Provision for pupils is governed by The Continuum of Support and a range of guidance documents, resources and training opportunities is available to schools to inform their approaches to meeting the needs of pupils with special educational needs. The vast majority of children with additional needs attend mainstream classes with their peers.
The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE). The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of Special Education Teachers (SET) 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. In addition, Special Needs Assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
The NCSE provides support for teachers with additional training needs in the area of special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs. This support service provides Teacher Professional Learning (TPL) to teachers of pupils with a variety of special educational needs. The NCSE continues to update current TPL courses for teachers and design new TPL courses in response to the needs of teachers.
Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website and is available at: ncse.ie/tpl
When allocating resources schools take into account the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored, by the school, to the individual’s needs, rather than being generic to a specific difficulty, disability or condition.
My Department also provides funding for assistive technologies for children where they are required. Information on these supports is available also via the local SENO. These supports along with developed curriculum aim to provide a child/young person with the highest standard of education in mainstream classes, special classes and special schools.
My Department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
The Inspectorate was requested by my Department’s Special Education Section to evaluate provision in special classes for children and young people with a Specific Learning Disability (SLD). There are thirteen such classes in ten mainstream primary schools located across the country.
The purpose of the evaluations was to examine the quality of provision for children and young people with SLD, with particular reference to understanding the placement of children and young people in these classes and to identifying the strengths and areas for improvement in learning and teaching in these classes. This Inspectorate’s report is recently published and is intended to inform the development of policy development in my Department’s Special Education Section in relation to the overall effectiveness of SLD classes, in the context of emerging international trends for inclusion.
My Department will now consider the findings and recommendations of the Inspectorate report and may, in time, request the Inspectorate to review provision for children with SLD in special schools.
