Brian O'Shea (Waterford, Labour)
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Question 533: To ask the Minister for Education and Science the supports which are provided to primary schools and post-primary schools for children with ADD, ADHD and ODD; and if she will make a statement on the matter. [8601/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I can confirm that my Department has sanctioned the following provision for pupils with ADD, ODD and ADHD at primary level: eight special classes for pupils with emotional behavioural problems including ODD and ADD; six special classes for pupils with severe emotional behavioural problems; and two special classes for pupils with ADHD in mainstream primary schools. All such classes operate at a pupil-teacher ratio, PTR, of 8:1 with the support of a minimum of one special needs assistant. Children with more severe disorders operate at a PTR of 6:1. In addition to the above, there are 12 special schools for pupils with emotional disturbance that also cater for pupils with ADHD, ODD and ADD.

The special educational needs of the children in question can be addressed in special dedicated schools, in special dedicated classes attached to ordinary schools, or on an integrated basis in ordinary schools. Decisions regarding the most appropriate model of response in each particular case are based on the professionally assessed needs of the individual pupil. Many pupils with the conditions in question are capable of attending ordinary schools on an integrated basis with the support, where necessary, of the resource teacher and-or special needs assistant services. Where the level of the disorder is of a more serious nature, provision is made by way of special schools or special classes attached to ordinary schools. It is my intention to continue to build on these developments to ensure that all children, including children with ADD, ADHD and ODD, receive the support they require.

My Department also allocates additional teacher support and special needs assistant support to second level schools and vocational education committees to cater for students with special educational needs. The nature and level of support provided in each case is based on the professionally assessed needs of the individual student.

The level of resources being made available to support students with special educational needs in the second level system has grown significantly in recent years. In the current school year, my Department has allocated approximately 1,387 whole-time equivalent teachers and 628 special needs assistants to second level schools to cater for pupils with special educational needs, including pupils with ADD, ADHD, and ODD. This represents an increase of approximately 209 resource teacher posts and 178 special needs assistant posts on the previous school year.

The National Council for Special Education, NCSE, has been established as an independent statutory body with responsibilities as set out in the National Council for Special Education (Establishment) Order 2003. The NCSE through local special educational needs organisers, SENOs, is responsible for processing resource applications for children with special educational needs from 1 January 2005. Where a pupil with special educational needs enrols in a primary or post-primary school, it is open to the school to apply to the local SENO for additional teaching support and-or special needs assistant support for the pupil. I am confident that the establishment of the National Council for Special Education will prove of major benefit in ensuring that all children with special educational needs receive the support they require when and where they require it.

Brian O'Shea (Waterford, Labour)
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Question 534: To ask the Minister for Education and Science the average waiting period for children with ADD, ADHD, ODD and dyslexia seen by an educational psychologist from the NEPS at primary and secondary levels; and if she will make a statement on the matter. [8602/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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In those primary and post-primary schools that are served by the National Educational Psychological Service, NEPS, the length of time before an educational psychologist sees children with attention deficit disorder, ADD, attention deficit hyperactivity disorder, ADHD, oppositional defiant disorder, ODD, or dyslexia varies widely, according to the severity of the presenting symptoms. Each case is dealt with on an individual basis and there is, therefore, no useful average figure for waiting times.

In the case of ADD, ADHD and ODD, the main problem for the school is usually that of the management of difficult behaviour and every effort is made by NEPS to give priority to these cases. An individual cognitive assessment may not be appropriate or relevant in all circumstances. However, NEPS psychologists can give immediate advice to the school on how to set up a behaviour management plan and this can be provided without the necessity of the psychologist's seeing the child. If problems persist, the psychologist may observe the child in class before offering further advice.

The psychologists also work in collaboration with teachers and parents to use internationally agreed diagnostic criteria to identify the specific syndrome that is causing problems. In some cases, they refer children on to clinical services for further advice, if they feel that a clinical diagnosis and support from a multidisciplinary team may be needed. Regardless of whether this course of action is followed, the educational psychologist continues to provide advice to the school on educational programmes and behavioural management. The timescale for these actions is be determined by the severity of the problems being experienced by the child and adults concerned.

With regard to dyslexia, the main concern will be failure to make progress with literacy skills. In these cases, the NEPS psychologist will meet the class teacher and the learning support or resource teacher to help them to identify the specific nature of the difficulties and to plan and implement an individual learning plan. Consultation appointments of this nature are arranged as soon as possible. A full psycho-educational assessment will only be undertaken in cases where difficulties persist following the implementation of the plan over a certain instructional period, usually of at least one term. Therefore, the waiting time for an individual assessment will be at least one term but advice that will help the child will be provided earlier than that.

By working in this consultative manner, NEPS is able to deliver support to many more pupils than would be possible if every child about whom teachers had concern were to be assessed individually. It also enables psychologists to give priority to children with severe problems when planning their work in schools.

A priority for NEPS is working with teachers in this supportive and consultative manner to increase their competence and confidence in dealing with pupils' difficulties. A number of NEPS psychologists have provided short training inputs to schools or clusters of schools on the management of behaviour problems and on appropriate responses to dyslexia.