Professor Sue Buckley:

The first question was about one-to-one teaching. I tried to be swift in answering that question. As any child may need one-to-one teaching, a good educational reason is required to provide it. The research on delayed readers shows that if they are given one-to-one or small group instruction at an early stage they can catch up. Every school should be able to deliver one-to-one teaching when a child needs it. Ideally, class instruction should work and if it does not a small group should suffice. However, for some children even small group instruction will not allow them to make the progress they could make in a one-to-one setting. Wearing a different hat, we have just completed a trial on reading and language intervention that draws on international studies in this area. There is no black and white. If a child needs one-to-one attention, he or she should get it. That does not mean his or her education is not inclusive.

In regard to what people can do now, they have to insist these are low-incidence children and, as such, should receive some of the resource allocation. I do not see any other quick fix. I am worried that they have insufficient support in school. The support they need could come from an extension of the role of SNAs but also from expertise and specialists. Many class teachers have the requisite skills and knowledge but they feel it is not something they have done previously. Often it is a question of supporting the class teachers and reassuring them that they have the skills to teach the child. One cannot put a six-year-old child with poor communications skills in a class of 30 and expect him or her and the teacher to cope. In regard to the quick fix, I am not one to take "No" for an answer. It is a pity I am not speaking with the Minister. Just because he said "No" once, it does not mean I accept the matter is concluded.