Written Answers. - Special Educational Needs.
Tony Gregory
Ceist:
762
Mr. Gregory
asked the
Minister for Education and Science
the grants and supports, if any, available from his Department to children with learning difficulties such as dyslexia; and the means by which their availability is communicated.
[1538/00]
The educational needs of pupils within the primary education system who have a specific learning disability, including dyslexia, are generally capable of being met within the ordinary school system, with the assistance, where necessary, of the remedial teacher service. Since the commencement of the current school year, the remedial teacher service has been extended to every first and second level school in the country.
All fully qualified primary school teachers are trained to deal with a variety of reading problems, including those which are accompanied by perceptual difficulties. In addition, the special training programme for remedial teachers includes a module on specific learning disability. There are currently 1,465 remedial teachers in place in the primary sector.
Second level pupils with a specific learning disability are normally integrated into ordinary classes. In such situations they may receive additional tutorial support through the remedial teacher, guidance counsellor and subject teachers. Depending on the degree of the condition, they may also be eligible for special arrangements in the certificate examinations.
Children of primary school age, whose condition is of a more serious nature, may also be capable of attending their local primary school where they can be supported by the special resource teacher service. In this connection, I would point out that arising from a Government decision of October 1998, all children with special needs within the primary system, including children with dyslexia, now have an automatic entitlement to a response to their needs. School authorities and other interested groups have been informed of this development and of the procedures to be followed in seeking access to special support services. Already, as a result of this development, there has been a substantial increase in the number of resource teachers and special needs assistants allocated to support special needs children in the primary system.
For some children, the severity of their condition can be such that placement in a special school or in a special class attached to an ordinary school is the required response. There are four such special schools at present. Three of these are located in the Dublin area and one in Cork.
Special classes can also be established in ordinary primary schools to cater for children with specific learning disability where a need for such provision has been identified. There are 16 such classes in place at present and further classes will be established as required.
A reduced pupil teacher ratio of 11:1 is applicable in all special facilities catering for the children in question. Children placed in such facilities also attract enhanced levels of capitation funding at a rate of £263 for children under 12 years of age and £423 for children of 12 years and over.
My Department also provides grants to schools for the purchase of specialised equipment to assist pupils with special needs, including those with specific learning disability. Allocations of equipment grants are based on the assessed need of individual pupils. In 1999 a total of £800,000 was allocated for special materials/equipment in the primary sector. A further £250,000 was also made available for children with special needs under the IT 2000 programme.
In addition to the range of in-school supports identified above, my Department is continuing to support the work carried out in this area by the association for children and adults with learning disabilities. In the current year, an allocation of £50,000 will be made to that association.
I am satisfied that the range of special support services provided by my Department constitute a very significant response to the educational needs of students with specific learning disabilities, including dyslexia, within the education system.
I intend to continue to monitor developments in this area to ensure that adequate provision continues to be made available to the pupils in question.
