Brian O'Shea
Ceist:43 Mr. O'Shea asked the Minister for Education and Science his proposals to allocate time on the schedules of resource teachers to gifted children; and if he will make a statement on the matter. [28103/01]
Written Answers. - Special Educational Needs.
The educational needs of gifted children are already being catered for in a number of ways. Under the terms of the Education Act, it is a function of the board of management of each school to publish the policy of the school relating to participation by students with special educational needs, including students who are exceptionally able. The measures the school takes in this regard are required to be stated in the school plan. It is the duty of the board of management to ensure that appropriate education services are made available to such students.
In recent years new syllabi and curricula have been devised for second level schools. These have been designed in such a way that the differing needs of a wide range of pupil ability can be catered for by their teachers. The revised primary curriculum, which has been supplied to every primary teacher, recognises the importance of developing the full potential of the child and caters for pupil diversity, including meeting the needs of exceptionally able pupils.
While content is outlined in the curricula at both levels, process is also heavily emphasised. Enabling children to learn how to learn is stressed and facilitated. The development of language skills, investigatory and problem solving skills, higher-order thinking skills and working individually and as a member of a group are all encouraged at both levels. While the use of information and communication technologies and the use of class and school libraries is of benefit in project work with all pupils, they have a special importance for pupils who are exceptionally able.
Of particular significance at second level are the international olympiads in the science subjects, in information technology and in mathematics, in which the exceptionally able and highest achieving pupils compete. There is also an increase in the number of teachers who are adopting approaches to teaching thinking skills such as de Bono's programme; Feuerstein's instrumental enrichment; and Lipman's philosophy for children.
In general, schools at both primary and second level attempt to use strategies such as curriculum differentiation, curriculum enrichment and acceleration to facilitate the development of pupils who are exceptionally able.
In addition, my Department provides funding of £50,000 per annum for the centre for talented youth at Dublin City University to support its work in delivering programmes which are designed specifically for exceptionally able children of first and second level age.
There are no proposals at present to allocate time on the schedules of resource teachers to cater for gifted children.