Dan Neville (Limerick West, Fine Gael)
Link to this: Individually | In context

Question 833: To ask the Minister for Education and Science the age at which educational services are available for persons with attention deficit hyperactivity disorder. [14713/06]

Dan Neville (Limerick West, Fine Gael)
Link to this: Individually | In context

Question 834: To ask the Minister for Education and Science her plans to establish a school for children with severe attention deficit hyperactivity disorder who cannot cope in mainstream schools. [14714/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

I propose to take Questions Nos. 833 and 834 together.

I can confirm for the Deputy that my Department funds educational services for persons with attention deficit hyperactivity disorder, ADHD, from the time that they are enrolled in school. The special educational needs of such children can be addressed in special 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 ADHD 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 may be made by way of special schools or special classes attached to ordinary schools.

Currently, my Department has sanctioned two special classes for pupils with ADHD in a mainstream school setting. In addition to this, my Department has sanctioned the following provision for pupils with emotional and behavioural difficulties at primary school level: ten special classes for pupils with emotional behavioural difficulties and seven special classes for pupils with severe emotional behavioural difficulties. All such classes operate at a pupil-teacher ratio or PTR of 8:1 with the support of a minimum of one special needs assistant. Classes for children with more severe disorders operate at a PTR of 6:1.

In addition to the above, there are 14 special schools for pupils with emotional disturbance. My Department has no record of an application to establish a special school solely for children with ADHD. It is my intention to continue to build on these developments as necessary to ensure that all children, including children with ADHD, receive the support they require.

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 its local special educational needs organisers, SENOs, is responsible for processing resource applications for children with special educational needs, including those with ADHD, from 1 January 2005. Where a pupil with special educational needs enrols in a primary or post primary school, the school may apply to the local SENO for the appropriate supports for the pupil if such supports are not available in the school.

I am confident that the establishment of the NCSE will prove of major benefit in ensuring that all children with special educational needs, including those with ADHD, receive the educational support they require.

Dan Neville (Limerick West, Fine Gael)
Link to this: Individually | In context

Question 835: To ask the Minister for Education and Science if teacher training colleges and educational institutions offering higher diploma in education courses train teachers to recognise and cope with attention deficit hyperactivity disorder in the classroom. [14715/06]

Dan Neville (Limerick West, Fine Gael)
Link to this: Individually | In context

Question 836: To ask the Minister for Education and Science if there is continued professional development in teaching services and in-service training lectures and conferences in relation to attention deficit hyperactivity disorder. [14716/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
Link to this: Individually | In context

I propose to take Questions Nos. 835 and 836 together.

There are components in the pre-service training courses for primary teachers which enable student teachers to recognise and deal with children with special educational needs, including pupils with attention deficit hyperactivity disorder, ADHD. At second level, there are elements to both the higher diploma in education and the education degree programmes in the University of Limerick, as part of a general alertness orientation programme, on the variety of learning difficulties which pupils may have; this would also cover the issue of ADHD.

Discussions with the various colleges of education and universities are ongoing in order to ensure that appropriate responses are made at pre-service level in relation to the continuing needs of all trainee teachers to acquire knowledge of, and familiarity with, the needs of pupils with special educational needs including issues such as ADHD. Building on the training provided in the colleges of education and universities, my Department has developed a strategy to meet the continuing professional development of teachers working in schools with pupils with special educational needs. The strategy has resulted in a major expansion in the range of post graduate professional development programmes, the introduction of a range of new programmes to provide a mix of intensive induction training and more advanced training in specific areas. Teachers are made aware of the implications of ADHD for children's learning and teaching as part of these courses.

The establishment of the special education support service, SESS, is another element of this strategy. As part of its work, the support service provides fee subsidies to enable teachers to avail of on-line training on "Attention Deficit Hyperactivity Disorder: (ADHD) Effective Management and Teaching Strategies". This course is provided three times each academic year — in the autumn, spring and summer periods. Each course runs over a two-month period enabling the teachers to self-pace their learning. The course combines the latest scientific knowledge and theory of ADHD with case-studies along with practical, effective classroom techniques and innovative teaching strategies. Teachers learn to recognise the signs of ADHD as well as being exposed to current theories and research about ADHD. They also gain practical skills in terms of designing, implementing and evaluating alternative management and teaching strategies. In the 2004-05 academic year, 260 teachers undertook the courses, and the SESS allocated €45,000 to subvent the cost of the training. In addition, 550 teachers participated on a course entitled "Positive Student Behaviour". Again, the SESS provided fee subventions amounting to €90,000 for this course, which was provided on an online basis. This course introduces participants to a wide range of models, methods and strategies for managing student behaviour, with particular emphasis on the effective management of students who exhibit behavioural and adjustment problems. The course complements professional development in relation to ADHD given the high incidences of behaviour difficulties associated with ADHD. The SESS has also designed whole staff seminars for special schools entitled "Introduction to Challenging Behaviour" and "Managing Challenging Behaviour" of 30 seminars each, catering to the needs of 770 personnel working in the special schools setting. This work further complements the various training supports for teachers. The SESS also operates a local Initiatives scheme and has provided whole-staff training, individual teacher support and conference participation in relation to ADHD.

I am satisfied that the steps taken in recent years, which I have covered in some detail, represent significant progress in the development of in-career supports for teachers of children with ADHD.