Dáil Éireann díospóireacht -
Wednesday, 19 Apr 2000

Vol. 518 No. 4

Written Answers. - Special Educational Needs.

Bernard J. Durkan

Ceist:

112 Mr. Durkan asked the Minister for Education and Science the extent to which he will extend the provision of facilities for children with special needs in mainstream education; if his attention has been drawn to the increased requirement in this area with particular reference to resource teachers, psychological services and other such specialised areas; if these considerations will also include reduced pupil-teacher ratios; and if he will make a statement on the matter. [11722/00]

Minister for Education and Science (Dr. Woods):

Since its appointment to office, this Government has brought about an unprecedented level of improvement in special education services, both for children attending mainstream schools on an integrated basis and for children attending special dedicated facilities.

Since September 1997 the pupil teacher ratios applicable in all special schools and special classes have been reduced to the level recommended by the special education review committee.

Also, arising from a Government decision of October 1998, all children with special needs within the primary system now have an automatic entitlement to the support services they require to enable them to benefit fully from the education system. The services in question may take the form of resource teacher support or child care support, or both, depending on the assessed needs of the individual child involved. Already, as a result of this development, my Department has allocated more than 300 resource teacher posts and more than 700 special needs assistant posts to cater for special needs children in the primary system. I am extending this provision as required on the basis of assessed needs.

Since September 1999, the remedial teacher service has been extended to every first and second level school in the country with a pupil teacher ratio of 10:1 or more. Schools with lower ratios have been advised that they may apply to my Department for a remedial service where they can demonstrate a need for such a service.

In addition, a national educational psychological service has now been established and this service will be expanded over the next five years to ensure that adequate assessment services are available to all children with special needs.

As Minister for Education and Science, it is my intention to continue to build on the these developments and to ensure that all special needs children receive the support they require to enable them to reach their potential within the education system.

Austin Deasy

Ceist:

113 Mr. Deasy asked the Minister for Education and Science if his Department will take a pro-active role in assisting schools in identifying children suffering from physical disability, such as dyslexia and other reading difficulties, rather than have this discovered years after they should have received special treatment and assistance. [9945/00]

Minister for Education and Science (Dr. Woods):

It is estimated that about 10% of Irish pupils at primary level have serious literacy problems arising from various causes. It is recognised that a small percentage of pupils among those have a specific reading disability or dyslexia. Reading difficulties, including dyslexia, should be identified as early as possible in the primary school. My Department has allocated 1,465 remedial teachers and approximately 300 resource teachers at primary level to support pupils with learning difficulties, including those with dyslexia.

Students undertaking the bachelor of education degree or the graduate diploma in education now follow a course module on special education which covers issues such as reading difficulties and dyslexia. Remedial and resource teachers have access to specific courses which equip them to work with pupils who present with learning difficulties. I am arranging for all schools to be supplied with the Drumcondra English profiles and standardised reading tests to assist in monitoring pupil progress and in the early detection and diagnosis of learning difficulties.

It is the function of class teachers to detect signs of reading difficulty and it is the function of remedial and resource teachers to diagnose the exact nature of each child's learning difficulty. Where dyslexia is suspected, assessment by a psychologist is required.

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.