Vol. 524 No. 5
453 Mr. McGrath asked the Minister for Education and Science the assessment procedures in operation in his Department for each health board to assess children where a teacher or parent suspects they are suffering from dyslexia. [23183/00]
455 Mr. McGrath asked the Minister for Education and Science his views on whether costs incurred by parents of dyslexic children in counties where there are no such services provided by the relevant health board in having their children privately assessed should be recouped by his Department or the local health board. [23185/00]
456 Mr. McGrath asked the Minister for Education and Science if he will provide the resources to ensure that, where a professional assessment has been prepared on a dyslexic person, the recommendations of such a report will be fully implemented. [23186/00]
I propose to take Questions Nos. 453, 455 and 456 together.
In September 1999 my Department established the national educational psychological service – NEPS. The aim of this service is to assist all students to develop to their potential and to maximise the benefit of their educational and other experiences. This service has a particular focus on students with special educational needs, including children with dyslexia.
In pursuing its objectives, NEPS is co-operating with the clinical services of the health boards. It is also developing a training module for teachers to assist in the screening of children from infant classes. In addition, NEPS, in co-operation with the National Disability Authority, is continuing to provide a psychological service for children with sensory and physical disabilities. An important part of the psychologist's work is to assist principals and teachers to develop procedures for screening, identifying and prioritising those students who are in need of an early appointment. In many cases, the psychologist discusses individual students in the light of the student's assessment results with teachers and parents and advises on appropriate remedial strategies. This means that some students can benefit from the psychologist's advice without the need for an individual psychological assessment.
The national educational psychological service, which is in the process of being developed on a nationwide basis, currently provides an assessment service for all second level schools and a limited number of primary schools. I am currently doubling the service by appointing an extra 50 psychologists.
In areas where the national educational psychological service is available, teachers and parents who have concerns regarding particular children should report these concerns to the school's dedicated psychologist for attention. Where a NEPS service is not yet in place, the teacher or parent should refer the matter to the relevant director of community care.
A range of responses is available to meet the professionally assessed needs of children with dyslexia. In some cases the level of need can be such as to be capable of being met by the remedial teacher service. This service is now in place in every primary school in the country with a pupil-teacher ratio of 10:1 or more. In other cases, children with dyslexia may require the assistance of the resource teacher service which supports children with special needs in integrated settings. More than 430 resource teachers are now deployed in the primary system to assist such children. Where the level of need is of a more serious nature, provision is made for children with dyslexia in four special schools and 19 special classes throughout the country.
454 Mr. McGrath asked the Minister for Education and Science the number of children assessed as dyslexic in County Westmeath; and the timescale which applies for an assessment procedure once a child is presented with suspected dyslexia and the subsequent professional assessment by the Midland Health Board. [23184/00]
During the school year 1999-2000, the psychologist from the national educational psychological service – NEPS – serving post-primary schools in County Westmeath identified 26 students with dyslexia. Sixteen of these were applicants for special arrangements in certificate examinations and ten were referred because of failure to make satisfactory progress. All 26 students were assessed by NEPS personnel as soon as possible after the referral was made.
Questions Nos. 455 and 456 taken with Question No. 453.
