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Dáil Éireann díospóireacht -
Wednesday, 19 Apr 2000

Vol. 518 No. 4

Written Answers. - In-Service Training.

Michael Creed

Ceist:

259 Mr. Creed asked the Minister for Education and Science the amount of money spent by his Department each year as a percentage of total primary school payroll costs on in-service training; and the level of training provided or required by his Department for teachers holding remedial posts in primary schools and in particular regarding their training and competence for remedial literacy and numeracy difficulties. [12005/00]

Data on the percentage of total primary school payroll costs spent on inservice training are not available at present but will be furnished to the Deputy as soon as possible.

The existing full-time programmes of pre-service teacher training in the colleges of education contain appropriate elements to assist the student teachers in recognising and dealing with children with special needs. At second level, there are inputs to the higher diploma in education, as part of a general alertness orientation programme, on a variety of learning difficulties which pupils may have.

Training for serving remedial teachers is provided on postgraduate diploma courses in six centres, as follows: St. Patrick's College of Education, Drumcondra, Church of Ireland College of Education, Rathmines, Mary Immaculate College of Education, Limerick, St. Angela's College of Education, Sligo, University College, Cork, University College, Galway.

Each venue caters for up to 25 remedial teachers who, with the exception of St. Patrick's College which caters for primary teachers only, are selected from both primary and second-level schools. The training is organised differently in each of the centres but totals approximately 140 tuition hours in every case.

In each centre, intensive training is provided to enable the remedial teachers to identify children with learning difficulties in both reading and mathematics, to diagnose the exact nature of those difficulties and to provide remedial tuition to meet those difficulties. It is felt that this degree of training with experienced teachers is appropriate and sufficient to enable them to carry out their duties as remedial teachers.
Many shorter courses for teachers in the remedial and special education areas are financially supported by my Department. These are provided mainly through the network of education centres, teachers' organisations and the programme of summer courses for primary teachers.
The provision of training and support for serving teachers of pupils with special educational needs at both primary and post-primary levels is at present under active consideration in my Department.
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