The National Council for Special Education has been established as an independent statutory body with responsibilities as set out in the National Council for Special Education (Establishment) Order, 2003.
The process of agreeing protocols for the transfer of specific functions and future operating procedures is ongoing between my Department and the council. I understand, also, that the council expects to occupy its permanent headquarters within the next number of weeks and this move will enable the council to consider how it will develop information systems. The council has employed a number of special education needs organisers, SENOs. At present the SENOs are undergoing induction training and are making preliminary contact with schools in their areas.
There is currently no central database available in my Department of children with special educational needs, SEN, including those with dyslexia. The arrangement has been that, when a pupil with SEN transfers to another school, responsibility rests with the latter school to apply to my Department for the necessary supports if these cannot be provided from within the school's existing capacity. However, once the council becomes operational, it is envisaged that the relevant SENO will be involved in planning the long-term education provision for each pupil with SEN in their area.
My Department has provided annual funding of €63,500 to the Dyslexia Association of Ireland since 1999. This funding has helped the association to operate an information service for members and the public. In addition, it has assisted in meeting the costs associated with the attendance of some children from disadvantaged backgrounds at workshops and programmes organised by the association. Children with dyslexia have, up to now, generally been catered for on an integrated basis in mainstream primary schools where they can be supported by the learning support teacher service or the resource teacher service. At present, there are approximately 2,600 resource teachers and 1,500 learning support teachers in the primary system. The total cost of these services is in the region of €180 million annually.
Where the condition of a pupil with dyslexia is of a more serious nature, provision can be made in one of the four special schools or 23 special classes attached to mainstream primary schools and dedicated to the needs of children with dyslexia. All special schools and special classes for such children operate at a reduced pupil teacher ratio of 9:1. My Department also provides funding to schools for the purchase of specialised equipment, such as computer hardware and software, to assist pupils with SEN, including those with dyslexia, where recommended by relevant professionals.
The Deputy may be aware that my Department has recently developed a new system of allocation of teaching support for pupils with higher incidence SEN, such as borderline mild and mild general learning disability and dyslexia, and those with learning support needs. The new arrangements will involve a general allocation to all primary schools to cater for such pupils. It will also allow for individual allocations in respect of pupils with lower incidence SEN. An additional 350 teaching posts are being provided to facilitate the introduction of the new system in September 2005.
