Billy Timmins (Wicklow, Fine Gael)
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Question 61: To ask the Minister for Education and Science if the curriculum in primary education contains a module on the way in which dyslexia is recognised and the way in which to deal with it; and if she will make a statement on the matter. [13129/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I understand the Deputy is referring to teacher training programmes in the colleges of education. The existing pre-service teacher training programmes provided by the colleges of education include specific elements aimed at enabling all primary teachers to recognise and deal appropriately with the particular needs of all children who have learning disabilities, including those associated with dyslexia.

To further enhance the relevant preparation teachers will have received at pre-service level in the colleges, my Department, in co-operation with colleges of education and universities, also provides a nationwide programme, on an annual basis, of additional specialist training at postgraduate level for learning support teachers and resources teachers. Learning support teachers are available to all primary schools as additional support for children with learning difficulties, including dyslexia. Resource teachers are available to primary schools, as required, as an additional support for children with special educational needs, including children with dyslexia.

In addition, my Department is currently engaged in a further programme of professional development for all teachers in primary schools, with particular emphasis on whole school and classroom based strategies for responding effectively to the learning needs of children with reading difficulties, including those associated with dyslexia. This work is being undertaken in conjunction with the learning support guidelines which have been made available to all schools by my Department.

This specialist training is supported and directly funded by the teacher education section of my Department, which is responsible for the education, training and continuing professional development of teachers across the continuum from initial pre-entry education to inservice. The course syllabi include training in the diagnosis and identification of reading difficulties, including the appropriate techniques for remediation. In particular, there is a focus on the problem of specific learning disabilities, including dyslexia, in diagnosis and pedagogy.

Through the special education support service, which was established in September 2003, my Department also supports many other relevant short-term intensive courses, including some on-line courses, for primary teachers. In its current programme of support and professional development, the special education support service includes dyslexia as an area of priority with other similar courses which are provided through the network of education centres, teachers' organisations and through the programme of summer courses for primary teachers.