Finian McGrath (Dublin North Central, Independent)
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Question 321: To ask the Minister for Education and Science if she will report on the back-up services and resources for children with dyslexia; and the way in which these services will expand under new legislation. [8361/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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Children with dyslexia have, up to now, generally been catered for on an integrated basis in ordinary primary schools where they can be supported by the learning support teacher service or the resource teacher service. At present, there are approximately 2,600 resource teachers and 1,531 learning support teachers in the primary system.

Where the condition of a pupil with dyslexia is of a more serious nature, provision can be made in one of the four special schools or 23 special classes attached to ordinary primary schools and dedicated to the needs of children with dyslexia. All special schools and special classes for such children operate at a reduced pupil teacher ratio of 9:1. My Department also provides funding to schools for the purchase of specialised equipment such as computers to assist children with special needs with their education, including children with dyslexia, where recommended by relevant professionals.

In light of the reality that pupils in the high incidence disability categories of mild and borderline mild general learning disability and dyslexia are distributed throughout the education system, my Department, in consultation with educational interests, developed a general model of resource teacher allocation to schools to support students in these disability categories. This model, which was announced by my predecessor in 2004 to come into effect from September 2005, was designed to put in place a permanent resource in primary schools to cater for pupils in these categories. The model was constructed so that allocations would be based on pupil numbers, taking into account the differing needs of the most disadvantaged schools and the evidence that boys have greater difficulties than girls in this regard.

In light of the possible impact on small and rural schools, I have asked my Department to conduct a review of the general allocation model. The review will be completed in the coming weeks and its outcome will be announced in time to be implemented for the next school year.

At second level, each school in the free education scheme or block grant scheme with an enrolment of less than 600 recognised pupils, excluding pupils on post-leaving certificate programmes, receives an allocation of 0.5 of a learning support post. Schools with an enrolment of 600 such pupils and more, receive a full learning support post. The Department also allocates resource teacher posts and special needs assistant posts to second level schools and vocational education committees to cater for pupils with special needs, including pupils with dyslexia.

There are a total of 528 remedial learning support teachers, 620 guidance posts and 1,387 wholetime equivalent resource teachers currently in place. Additional special support services are being made available on an ongoing basis in response to identified needs.

Second level pupils with a specific learning disability are normally integrated into mainstream classes. In such situations, they may receive additional tutorial support through the remedial teacher, guidance counsellor and subject teacher. Depending on the degree of the condition, they may also be eligible for special arrangements in the certificate examinations.

In September 2003, my Department established the special education support service, SESS, to manage, co-ordinate and develop a range of supports in response to identified training needs. The SESS, which is hosted in Laois Education Centre, provides a nationwide service to teachers and special needs assistants. As part of its response to the growing demand from teachers for support and training, the SESS is currently developing teams of trainers to deliver training in the specific areas of autism, challenging behaviour, dyslexia and inclusion. This training will be delivered locally through the education centre network.

In addition, my Department has developed an information resource pack on dyslexia in CD-ROM, DVD and video format, in association with the Department of Education in Northern Ireland. This product has been made available to all primary schools and will issue to post-primary schools shortly.

My Department is continuing to prioritise the development of the network of special educational provision for children with special educational needs, including children with dyslexia, and I believe that the steps taken in recent years and those currently in hand represent significant progress in the development of those services.