John Cummins (Waterford, Fine Gael) | Oireachtas source

I want to stress that enabling students with additional educational needs to receive an appropriate education is an absolute priority for this Government. I taught in the education system and taught students with additional needs, so I understand the issue. It is the Government's priority to ensure that all children have an appropriate school placement and that the necessary supports are provided to our schools to allow children with special educational needs to flourish and prosper. It is important to highlight that the majority of children with additional educational needs are supported to attend mainstream classes with their peers. For children with more complex needs, special classes are provided. For children with the most complex needs, special school places are provided.

At present, as Deputy Currie outlined, there are 14 reading classes and four special schools to support students with severe dyslexia and I want to acknowledge the excellent work that they do. I take the Deputies' points that more reading classes for children with dyslexia would be a positive step to support their educational needs. Around 15,000 special education teachers are employed in mainstream schools to support students with additional needs. In practical terms, this means that schools get a substantial additional teaching allocation to support children with special educational needs who are in mainstream classes. The additional resources are intended to support students with the greatest levels of need, including those with dyslexia or severe dyslexia.

Of course, the importance of building the capacity of teachers in mainstream schools to meet the needs of all students is recognised. To support this, we provide 338 funded places each year to teachers to attend postgraduate special educational needs programmes. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. NEPS also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with literacy difficulties, including dyslexia. Funding is also made available to schools for the purchase of specialised equipment such as computers or software to assist children with special educational needs, including children with specific learning difficulties such as dyslexia. Schools can apply to the NCSE through their local special educational needs organiser, SENO, for such support. The need for any additional provision or resources for schools to support students with dyslexia will be kept under constant review by the NCSE and the Department. I reiterate the point that I made at the outset. I take on board the points that the Deputies raised. I believe that more reading classes for children with dyslexia would be a positive step to support their educational needs.

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