Josepha Madigan (Dublin Rathdown, Fine Gael) | Oireachtas source

A cháirde, I am very grateful to Members of this House for allowing me the opportunity to speak today on the important occasion of Dyslexia Awareness Week. It is an important moment to take stock of where we are as a society in ensuring support and inclusivity is provided to those with dyslexia in our society. It also provides an opportunity to raise awareness and further develop our understanding about dyslexia and what can be done to further support people who have dyslexia.

While it is very common it is also important to recognise that each person with dyslexia is different and impacted differently. This is particularly important in our schools where reading and writing are essential parts of everyday learning. As Minister of State with responsibility for special education, I am firmly of the belief that education is a right for all and, furthermore, that our education system should not adopt a one-size-fits-all approach towards students and young people. Each child, as we know, has unique skills and characteristics. It is vital we ensure our schools and school staff have the resources and knowledge to provide a flexible and tailored support for each child, particularly those with additional needs.

I also want to acknowledge at this point the work of the Dyslexia Association of Ireland, which provides such great support for people affected by dyslexia, support which is critical for people to achieve their full potential in education, training, employment and all aspects of life. I have met the Dyslexia Association of Ireland and had the opportunity to learn about the positive impact it has on the lives of young people across our country. My Department provides funding annually to the Dyslexia Association of Ireland to support this work with a particular focus on the delivery of a public information service, assessments and targeted support for children who are disadvantaged. It is also vital that we continue to listen to the voices of people with dyslexia in all parts of society to learn from their experiences and to hear their insights. Empowerment is at the heart of education and gone are the paternalistic days where rights and protections were handed down from on high as though they were gifts or favours. In the 21st century it is vital the voice of the young person is heard as part of policy making. I will be working with officials to explore new ways of ensuring this is the case.

In terms of our education system, I want to stress that enabling students with additional needs to receive an education appropriate to their needs is a priority for this Government. Our policy is that students with additional needs should be included where possible and appropriate in mainstream placements with additional supports provided. Where students require more specialised interventions a continuum of education provision extends to include access to special school or special class places where appropriate.My Department provides a range of placement options and supports for schools that have enrolled pupils with a specific learning disability, including dyslexia. This is to ensure that a child will have access to an appropriate education wherever he or she is enrolled.

In 2017, the Department introduced a new special education teaching allocation model to support students with additional needs in our schools. Under this model, special education teachers, SETs, are available to ensure that those with the highest level of need can access the highest level of support within the school in a timely manner, regardless of diagnosis. Currently, more than 13,600 special education teachers are allocated to mainstream schools, which is an increase of almost 40% since 2011. This resource is particularly focused on supporting those students who have difficulties in literacy and numeracy.

The Department also provides for special schools and special class placements where more intensive and supportive interventions are provided, including to students with dyslexia. It is important to note, though, that the majority of students with significant literary difficulties currently receive additional teaching support from an SET in a mainstream class and this is provided based on the individual learning needs of pupils, as identified in schools, as opposed to being based on a requirement for a child to have a diagnosis or an assessment of a particular disability. The benefits of mainstream education are known and recognised. We must continue to build a society with inclusion at its heart where everyone is welcome and where full participation is a right for all, no matter what their background or need. Our schools are where we nurture and develop the future of our society and, therefore, there should be no barriers to inclusion and no artificial segregation. It is our job to ensure that the necessary resources are provided to achieve that goal.

Additional supports exist for teachers and schools. These include funding under the assistive technology scheme for the purchase of specialised equipment to assist students with dyslexia. Targeted training for teaching is also provided for those teachers who support students with dyslexia. In addition, there is an information resource pack on dyslexia in digital and video format. Reasonable accommodations are also provided for in State examinations, which is crucial. These can include the provision of a reader, the use of a tape recorder or a scribe or the granting of a spelling and grammar waiver.

I am very aware, therefore, of the educational needs of students with dyslexia and of the need to ensure that appropriate sports are available to each school. I am committed to ensuring that the requisite level of investment is in place to ensure that these supports are available. Much work remains to be done, but I am determined to continue to advocate for all students with additional needs as part of this Government and to ensuring that their voice is at the heart of policymaking. This includes the provision of support from the National Council for Special Education, NCSE, and the National Educational Psychological Service, NEPS. Where advice relating to specific issues that have arisen in schools is required, including support needs related to dyslexia, the NCSE and NEPS are available to provide direct support to schools and individual teachers in as flexible a way as possible.

I am pleased that the issue of dyslexia is being discussed because it is an important matter in the lives of many children and their families. The extent and scope of the educational supports in place are helping these young people to progress in education and to go on to live happy and fulfilled lives. I look forward to hearing contributions from the Senators and to working to continue to build an inclusive society.