Damien English (Meath West, Fine Gael)
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Question 581: To ask the Minister for Education and Science the provisions that have been made to help children with dyslexia in County Meath for 2008; the supports her Department offers on same; and if she will make a statement on the matter. [3848/08]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I wish to advise the Deputy that the level of resources being made available by my Department to support students with special educational needs (SEN) in mainstream education nationally, including those in Co Meath, has grown significantly in recent years. In relation to supporting pupils with dyslexia, my Department implemented a new scheme for allocating learning support / resource teachers to schools to cater for the needs of children with high-incidence special educational needs including dyslexia in all primary schools in September 2005. The general allocation model was designed to ensure that each school has learning support/resource teaching support available to meet the needs of children with high incidence special needs.

There are now over 8,800 teachers at primary and post-primary schools working directly with children with SEN, including those requiring learning support, compared with fewer than 1,700 in 1998. In addition, significant progress has been made in relation to increasing the number of special needs assistants (SNAs) in our schools who specifically cater for children with care needs. There are currently in excess of 9,800 SNAs in primary, post-primary and special schools supporting pupils with special care needs compared with approximately 300 in 1998.

At primary level, where a pupil's condition is of a more serious nature, provision can be made in one of the 4 special schools, or 23 special classes attached to ordinary mainstream schools, 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 and pupils attending such facilities attract a special increased rate of capitation grant.

At post-primary level, pupils with dyslexia are normally integrated into ordinary classes with appropriate intervention to meet their needs delivered in the class setting. In such situations they may receive additional support from the remedial/learning support teacher, guidance counsellor and individual subject teachers. All second level schools in the free education/block grant schemes have an entitlement to an ex-quota teacher allocation in respect of remedial/learning support teaching and guidance provision.

My Department also allocates additional teacher support and SNA support to post-primary schools to cater for the assessed needs of pupils with SEN, including, where appropriate, pupils with dyslexia. Where a pupil with SEN is enrolled in a post primary school, it is open to the school to apply to the local SENO for additional teaching support and/or SNA support. All schools have the names and contact details of their local SENO.

In accordance with the terms of circular letter M10/94, pupils with dyslexia may also meet, depending on an educational assessment, the criteria for exemption from the learning of the Irish Language on the grounds of having a learning disability. Depending on the degree of the condition, they may also be eligible for special arrangements in the Certificate Examinations.

My Department provides funding to the Dyslexia Association to facilitate the operation of dyslexia workshops. This funding helps the organisation operate an information service for members and the public. In addition, part of the funding assists in meeting the costs associated with the attendance of some children from disadvantaged backgrounds at workshops and programmes organised by the association. Part of the funding also goes towards the cost of the adult education activities such as literacy training, pre-course assessment, teaching materials and educational and administration support.

My Department also provides funding to schools for the purchase of specialised equipment such as computers to assist pupils with SEN, including children with dyslexia, with their education once relevant professionals recommend the equipment.

In September 2003, my Department established the Special Education Support Service (SESS) to manage, coordinate and develop a range of supports in response to identified training needs. 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 and/or through whole-staff in-school support. The SESS provides fees subsidies for the online training course, "Dyslexia: Identification and Early Interventions". Fees subsidies are also provided for teachers to enable them to avail of the Dyslexia Association of Ireland courses.

Training is available through the 21 Teacher Education Centres nationally for teachers using ICT and assistive technologies to support pupils with SEN, including those with dyslexia.

The Deputy may be aware that 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 and post-primary schools. The DVD and video provides support for parents of pupils with dyslexia while the CD-Rom assists teachers who are teaching children with dyslexia in the mainstream classroom.