Phil Hogan (Carlow-Kilkenny, Fine Gael)
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Question 74: To ask the Minister for Education and Science the average incidence of dyslexia among primary school-going children; the number receiving assistance at primary level for dyslexia; and if she will make a statement on the matter. [27540/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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Estimates of the incidence of dyslexia usually range from 1% to 4%, depending on the definition adopted.

Precise information on the number of primary school children with dyslexia is not currently available. I wish to advise the Deputy that the provision of resources to address the learning difficulties of children with low levels of achievement in reading has been given a very high priority by my Department. As the Deputy is aware, my Department announced the new general allocation system of resource teaching last May with a view to it being implemented in all primary schools with effect from the start of the current school year. The general allocation scheme is designed to ensure that each school has enough resource teaching hours to meet the needs of children with high incidence special needs, such as dyslexia and children with learning support needs.

My Department has recently issued a comprehensive circular, Sp Ed 02/05, to all primary schools regarding the organisation of teaching resources for pupils who need additional support in mainstream primary schools. The main purpose of this circular is to provide guidance for schools on the deployment and organisation of the teaching resources that were allocated under the general allocation model. Reference is also made in this circular to the deployment of additional teaching resources that are allocated to schools for the support of individual pupils with low incidence disabilities.

There are now more than 5,000 teachers in our primary schools working directly with children with special needs, including those requiring learning support. This compares to under 1,500 in 1998. One out of every five primary school teachers is now working specifically with children with special needs, including dyslexia.

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.

The National Council for Special Education, NCSE, which became operational on 1 January 2005, now processes applications for special educational needs, SEN, supports. The council has a key role in the development and delivery of services for persons with special educational needs. It will have a research and advisory role and will establish expert groups to consider specific areas of special needs provision. It will also establish a consultative forum to facilitate inputs from the education partners and other interested parties. The council has a local area presence through a network of over 70 special educational needs organisers, SENOs.

On the legislative front, the Oireachtas has approved the Education for Persons with Special Needs Act 2004. This act sets out the rights and entitlements of persons with special educational needs, including dyslexia, to an appropriate education service and provides the necessary framework for effective service delivery.

My Department also provides funding to schools for the purchase of specialised equipment such as computers to assist children with special educational needs, including children with dyslexia, with their education where such equipment is recommended by relevant professionals. Schools can apply to the local SENO directly for this support.

Training is available through the 21 teacher education centres nationally for teachers using ICT and assistive technologies to support pupils with special educational needs, including those with dyslexia.

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 Cork 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 four specific areas — autism, challenging behaviour, dyslexia and inclusion. This training will be delivered locally through the education centre network.

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 the steps taken in recent years and those currently in hand represent significant progress in the development of those services.