Paddy Burke (Fine Gael)
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I welcome the Minister of State, Deputy English, to the House.

Fidelma Healy Eames (Fine Gael)
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Cuirim fáilte roimh an Aire Stáit. I am raising an interesting issue that has come to light recently. I am asking the Minister for Education and Skills to recognise inequities that are arising for Galway second level students where both dyslexia and a language exemption co-exist. This problem is particularly affecting girls. It seems from a survey that has been done - I can read out the names of the schools involved - that no girls school in Galway allows these students to access six subjects in the leaving certificate examination in order that they can achieve the maximum number of points in that examination. I am seeking a solution to this problem, which was first brought to my attention by a family living in Corrandulla, a small rural village approximately ten miles outside Galway city. A daughter in this family was diagnosed with dyslexia and giftedness in 2009. She got As and Bs in her junior certificate. She is a high performer in State examinations. She was exempted from Irish and foreign languages from first year onwards. She did her best to learn French, but the complexity of her dyslexia in that area made it impossible for her to do so.

This student's school has informed her that she will still be able to get her six subjects for her leaving certificate. When the language choices are excluded, however, six subjects are not available to her. She can do English and mathematics. She cannot do Irish, French and German because they are the areas from which her dyslexia exempts her. She has tried her best to learn them, but she is unable to do so. She can do three other subjects in the science area, in which she excels. That brings her up to five. She can also do the leaving certificate vocational programme, but the maximum number of points one can get from that programme is 70. This means the maximum number of points that this gifted kid can get in her leaving certificate is 570. I have met her and her family. She is looking to achieve 100%, which is 600 points plus the bonus points for mathematics, if necessary. No school in Galway will offer her that opportunity. When she did a survey, she found that the only school in Galway which offers leaving certificate students the option of doing six subjects without having to do a language to achieve maximum points is St. Jarlath's College in Tuam. As it is a boys school, obviously she cannot go there.

This issue applies to this child and to other children. Her options do not fit with the criteria required for universities in this country. She cannot access six subjects with an opportunity to get 100 points in each. When members of her family queried this problem with the principal in her school, she was told she would sit in study for the spare classes and she would have to finance a tutor to do the extra subject privately. They came across the same issue when they approached other schools. Most of the schools approached make their students take a foreign language at pass level, which allows them to access a maximum of 60 points for that subject, or facilitate them in taking an additional subject privately. This child is being home tutored at the moment. I want to keep stressing that she is a gifted high achiever. She does not see the point in sitting out so many classes in school. She is getting help at home at the moment, but it is not an ideal situation.

A comprehensive survey was done of Presentation College in Tuam; St. Jarlath's College in Tuam, which is the boys school I mentioned; the Mercy Secondary School in Tuam; McHale College in Tuam; Presentation College in Headford; Calasanctius College in Oranmore; the Jesuit school in Galway; St. Enda's College in Galway; Salerno Secondary School in Galway; Taylor's Hill college in Galway; the Presentation Secondary School in Galway; Mercy College in Galway, St. Mary's College in Galway; St. Joseph's College in Galway; Presentation College Athenry; and Athenry VEC. The only one of those schools that offers this opportunity to its students is a boys school. Consequently, the conclusion to be reached is that girls with dyslexia are not treated fairly or equally. There is no equity when it comes to the availability of six subjects at leaving certificate level, which would enable students to try to get maximum points. The leaving certificate vocational programme is available but, as I have said, it does not allow her to get more than 70 points. I would like to come to the solution. It was said to me quite recently that the problem is that an increasing number of children are getting a diagnosis that allows them to be exempted from languages.This is causing a knock-on effect, and schools that have experienced a cut in resources have not realised the implications this has on students' entry to third level because they think the LCVP will cover the gap. The solution is that one school in a central location such as Galway city should be assigned to offer additional subject for children with dyslexia who are exempted from languages. That is the best solution, because otherwise there is not equal access for all children, particularly girls. There is only one school in County Galway which is based in Tuam, that can meet this gap. It is St. Jarlath's, which is an all-boys' school. I look forward to the Minister of State's reply.

Damien English (Meath West, Fine Gael)
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I thank the Senator for the opportunity to outline to the House the position on teaching resources for post-primary schools. My colleague, the Minister for Education and Science, could not attend and she sends her apologies. I am happy to give feedback on her behalf.

Teacher allocations to all second level schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school management annually and are available on the Department's website. The teacher allocation for all schools includes provision for the learning and language support needs of the pupils in them. I recognise that teacher allocations set the parameters in respect to the number of subjects on offer in schools. However, the deployment of teaching staff in the school, the range of subjects offered and, ultimately, the quality of teaching and learning are in the first instance a matter for the school management authorities. Sharing arrangements between post-primary schools can help to ensure the range of subjects available to pupils is maximised. The Senator suggested one school for this. I am not sure whether the schools to which she referred have explored the option of sharing resources but the option is open to them. This, however, is usually co-ordinated at school level and it is not dictated to them by the Department.

If schools have difficulties with providing individual subjects - for example, because of the retirement of a teacher in one of the subjects concerned, short-term support is provided through the curricular concessions process to enable them to meet their curricular needs. The detail of this process is set out with the criteria for the allocation of posts and is also available on the Department website. The allocation process also includes an appeals mechanism under which schools can appeal against the allocation due to them under the staffing schedules. The appeal procedures are set out in the published staffing arrangements. The appeals board operates independently of the Department and its decision is final.

It is important to note that additional teaching resources have been provided to schools to cater for increased demographics and also to provide for pupils with special needs. During the past two years, teacher numbers have increased by approximately 2,300. Budget 2015 includes provision for 1,700 additional teachers and SNAs in our schools in the coming school year. This is a significant investment at a time of scarce resources. The challenge for all our schools is to maximise what is achieved with the resources that are provided to them and to cover as many subjects as possible. The Government's approach to restoring the economy has helped Ireland to return to a position where we are experiencing economic growth. A continuing improvement in our economic growth over a sustained period will enable us to move to a point where we can look again at providing for additional teacher resources in schools, which could bring about an improvement in the pupil-teacher ratio, class size, support for classroom teachers and increased subject choice.

While there has been a moratorium on recruitment across other sectors in the public service, this has not applied to teaching, which shows the commitment this Government has to educating our future generations. The main priority for any additional resources for the foreseeable future will be to cater for the continuing increase in demographics at all levels in the education system, which the Senator has raised in the House on many occasions. We are determined that education should be prioritised for investment as the recovery in our economy strengthens.

Subject choice is up to each school locally. Perhaps the Senator might inquire if they have communicated among themselves to provide a solution. I will raise the issue with the Minister and pass on the solution she has suggested as well.

Fidelma Healy Eames (Fine Gael)
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The Minister of State's reply was general and it was not specific to the case. I accept that he has acknowledged the solution. I did not say this in my initial contribution, but this family has been on to the Minister twice about this issue. I hear what the Minister of State said about schools in a central location sharing resources to address this problem.

Damien English (Meath West, Fine Gael)
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They have that option.

Fidelma Healy Eames (Fine Gael)
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If schools do not have move on that, what can the Minister request schools to do?

Damien English (Meath West, Fine Gael)
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The difficulty is that the deployment of teaching staff in schools and the range of subjects they offer in our education system is a choice made at individual school level, and they are not dictated by the Department, outside of the main subjects.I will consult the Minister and officials to ascertain exactly what can be done in this regard. The Senator's proposed solution involves schools co-operation at local level, which is permitted in any case. This matter is not dictated by the Department. I will discuss the case, on which I do not have all the details, with officials to ascertain if the Department can provide any help on this matter. It appears, however, that it could probably be resolved with some co-operation at local level. In general, the Department does not dictate to schools what subjects they offer.

Fidelma Healy Eames (Fine Gael)
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It is important to provide guidelines because schools frequently do not react unless they are advised to do so.