Dáil Éireann Debate, Tuesday - 18 February 2025
360. Deputy Roderic O'Gorman asked the Minister for Education to clearly articulate her Department’s policy with respect to reading or literacy schools and reading classes attached to mainstream schools; if her Department has taken a policy decision not to permit anymore reading schools or reading classes; if her Department has taken such a position, what is the basis for this decision; and if she will make a statement on the matter. [6011/25]
Amharc ar fhreagra361. Deputy Roderic O'Gorman asked the Minister for Education to list all the reading/literacy schools in the country, all the reading classes in the country, and the number of children attending each, in tabular form. [6012/25]
Amharc ar fhreagra362. Deputy Roderic O'Gorman asked the Minister for Education to outline the waiting list for each reading/literacy schools in the country, and the waiting list for each reading class in the country, in tabular form. [6013/25]
Amharc ar fhreagra363. Deputy Roderic O'Gorman asked the Minister for Education when she expects the next reading school or reading class attached to a mainstream school to be given approval by her Department; where this will be; and if she will make a statement on the matter. [6014/25]
Amharc ar fhreagraI propose to take Questions Nos. 360, 361, 362 and 363 together.
The majority of children with special educational needs, including those with dyslexia, are supported to attend their mainstream local school. This is appropriate as it is generally in the best interest of children to access their local school with their peers unless a more specialist setting is required.
Within the mainstream settings, students are supported by special education teachers and special needs assistants. There are now almost 15,000 special education teachers and over 12,000 SNAs supporting children in mainstream settings. This has also been coupled at primary level with the lowest ever teacher/student ratio of 1:23. This ensures that mainstream education settings are well supported to meet the needs of children with special educational needs such as dyslexia.
Of the 3,336 special classes across primary and post-primary schools which provide for a broad range of needs, fourteen are specifically for children with dyslexia. These classes, historic in their founding, offer intensive intervention in the teaching of literacy skills within a differentiated curriculum to children and young people whose overall ability level is average or above and whose performance in literacy skills, as measured by a standardised test, is at a very low level i.e. under the 2nd percentile. These classes generally have a teacher/student ratio of 1:9. The attached list provides a breakdown of the geographic location of each class.
In addition, there are four special schools, one in Cork and three in Dublin, which provide for children with the most acute levels of reading difficulties and with a severe presentation of dyslexia.
Admissions to both reading classes and schools are managed at a local level. Children generally attend these classes/schools for a maximum of two years and then return to their local schools.
For the majority, under an inclusive education system, children with a specific learning disability are educated in their local schools for the entirety of their education. To ensure each student is supported throughout their educational journey the NCSE provides teachers in mainstream schools with additional training in the area of special education. This is done through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training need including Teacher Professional Learning (TPL). In addition, specialist educational supports can be provided by the National Educational Psychological Services (NEPS) where required.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with a specific learning disability such as dyslexia. This is provided where relevant professionals recommend the equipment as being essential for the provision of education. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
This means that no matter where a child is located or which school they choose to enrol they are supported in achieving their educational goals and reaching their full potential.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
