Dáil Éireann díospóireacht -
Thursday, 4 Nov 1999

Vol. 510 No. 2

Written Answers. - Special Educational Needs.

John McGuinness

Ceist:

131 Mr. McGuinness asked the Minister for Education and Science if an application for a resource teacher from Scoil Mhuire Gan Smál, Green Lane, Carlow, will be examined in view of the fact that five children have been assessed as needing the service and one resource post sanctioned in May 1999 on a shared basis for four schools is inadequate and difficult to operate; if he will extend the disadvantaged status to the school in view of the fact that it draws its pupils from the same disadvantaged area and pool as other schools classified as disadvantaged; if he will comment on the plans submitted to his Department to refurbish the school; when the project will receive funding; and if the application will be expedited. [22134/99]

Minister for Education and Science (Mr. Martin)

An application to increase the level of resource teaching service available to the school in question is currently being examined by my Department's inspectorate. My Department will be in contact with the school as soon as this examination is completed.

The last general expansion of the disadvantaged areas scheme at primary level took place in 1994. The school in question applied for inclusion in the scheme on that occasion but did not rank sufficiently high in terms of priority of need to secure inclusion in the scheme.

A subsequent study of educational disadvantage conducted by the Combat Poverty Agency and the Education Research Centre in 1996 concluded that disadvantaged status should be confined to 16 per cent of the school-going population. This study noted that such status had already been granted to 17 per cent of pupils. As an alternative to extending the disadvantaged areas scheme to additional schools, the study recommended that available resources should be targeted at schools with the greatest concentration of children from disadvantaged backgrounds.

In keeping with the study's recommendations, resources which subsequently became available were targeted on schools selected to participate in the breaking the cycle of disadvantage scheme which was introduced to deliver the sort of targeted support recommended in the study.

I can assure the Deputy that the needs of the school to which he refers will be fully considered in the event of any additional initiatives being taken to address educational disadvantage.

An application has been received from the school manager for grant-aid towards various refurbishments to the school. My Department's planning and building unit is currently assessing the accommodation requirements of the school. I have asked that this matter be completed as speedily as possible.

Andrew Boylan

Ceist:

132 Mr. Boylan asked the Minister for Education and Science when he will change the situation in which students with learning difficulties have to sit the examinations of his Department in the same fashion as most other students, without consideration of their reading, writing and learning difficulties; his views on whether this is a fair situation; his further views on whether bright students who have difficulty learning a language in the normal way and can excel given the proper help should be treated fairly by his Department; and the plans, if any, he has to alleviate this situation. [22135/99]

Minister for Education and Science (Mr. Martin)

It is not the case that students who have specific learning difficulties must sit State examinations without access to special arrangements that recognise their difficulties.

A range of special arrangements can be granted to candidates with specific learning difficulties. These are for the purpose of ensuring as far as is practicable that a student with a specific learning difficulty is given every chance to demonstrate his-her ability at the examination. Arrangements are granted on a case by case basis depending on the evidence provided in support of the application and include the use of taperecorders, readers and scribes.

In addition, all examiners who have a difficulty in assessing the material presented by a candidate are under instruction to refer the script to their supervising examiner. This is to ensure that, notwithstanding any presentational or readability difficulties, every effort is made by the examiner or supervising examiner to ensure that the candidate is given full credit for all work done.

Students who are dissatisfied with the arrangements proposed have access to an independent appeals process.

Earlier this year I asked the advisory group on the certificate examinations to carry out a full review of the scheme of special arrangements and to seek submissions from interested parties. That process is nearing completion and I look forward to receiving the report of the advisory group in the near future. I aim to have any changes to the scheme arising from the review in place for next year's examinations.