Vol. 515 No. 6
285 Mr. R. Bruton asked the Minister for Education and Science if he will assess the educational position of those found to have serious literacy problems at primary level to identify the nature of their learning difficulty and, in particular, if undetected dyslexia is a major factor. [6648/00]
It is estimated that about 10% of Irish pupils at primary level have serious literacy problems. Pupils have learning difficulties for a variety of reasons arising from factors in the pupil's home, school environment, or from ability factors. Other pupil factors involved in literacy problems consist of language difficulties, perceptual problems, poor phonological awareness, memory deficits and emotional factors. It is recognised that a small percentage of pupils among those with serious literacy problems have a specific reading disability or dyslexia.
My Department has allocated 1,465 learning support teachers at primary level to support pupils with learning difficulties, including those with dyslexia. Where dyslexia is suspected, assessment by a psychologist is required. Pupils diagnosed with severe dyslexia receive more focused support in special schools and special classes established for them and from resource teachers allocated to mainstream schools. It is the function of remedial and resource teachers to diagnose the exact nature of each child's learning difficulty, and in conjunction with class teachers to plan and teach an appropriate remedial programme.
It is considered that the present practice of identification and diagnosis of literacy difficulties by pupils, teachers and by psychologists assigned to schools, is the most effective way of ensuring timely and appropriate interventions for pupils with literacy difficulties, including those with dyslexia. I am not aware that undetected dyslexia is a major factor.
286 Mr. R. Bruton asked the Minister for Education and Science if he will include a module in teacher training of at least 20 hours which would cover the identification of specific learning difficulties such as dyslexia which could enhance the level of early identification. [6649/00]
The existing full-time programmes of pre-service teacher training, primary, in the colleges of education contain appropriate elements to assist the student teachers in recognising and dealing with children with special needs, including learning difficulties such as dyslexia.
Students undertaking the bachelor of education degree or the graduate diploma in education, primary teaching, in St. Patrick's and Mary Immaculate colleges of education now follow a course module on special education. This module covers the broad range of issues in special education.
In the Church of Ireland and Coláiste Mhuire, Marino colleges of education, particular attention is paid to special needs and learning difficulties arising from various factors under "Method Studies" in English and Mathematics.
In the case of the Froebel College of Education, students have a course module under "Remedial Work". This deals with learning difficulties arising from special needs.
