Written answers

Tuesday, 26 February 2008

Department of Education and Science

Special Educational Needs

9:00 pm

Photo of Aengus Ó SnodaighAengus Ó Snodaigh (Dublin South Central, Sinn Fein)
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Question 364: To ask the Minister for Education and Science the progress that has been made on implementing the recommendations of the task force report on dyslexia; the portions of the report which have not been implemented; the reason for her failure to implement those elements of the report; and if she will make a statement on the matter. [7982/08]

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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The report on the Task Force on Dyslexia contains over 60 individual recommendations ranging across a wide variety of issues from identification and assessment, to models of service delivery, specialist training for service providers, to issues relating to structural reforms and the maintenance of a data-base of pupils with specific learning difficulties, including dyslexia, who are in receipt of special education services in primary and post-primary schools.

Substantial progress has been made in the implementation of the Task Force's recommendations.

The pupil:teacher ratio in special classes catering for pupils with dyslexia has been reduced, from 11:1 to 9:1.

The Department also 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.

Training for teachers has also improved significantly. In September 2003, my Department established the SESS to manage, co-ordinate and develop a range of supports in response to identified training needs. The SESS has since been expanded to provide training to over 17,000 teachers annually, including seminars to primary and post-primary schools. This includes ongoing support to primary and post-primary schools by teams specialising in Dyslexia. The SESS also provide targeted training in catering for students with dyslexia to schools for children with specific learning difficulties. The first ever on-line course for teachers who work with dyslexic students has been introduced. In 2007, over 500 teachers availed of the on-line training module in Dyslexia. A resource pack for schools in CD-Rom, DVD and video format, on understanding and catering for dyslexia, has been provided to schools. Training is also 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.

A combined post graduate learning support and special educational needs programme for teachers has also been introduced, offering some 300 places annually.

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 on-line 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.

Regarding the issue of reasonable accommodations in state examinations, the range of reasonable accommodations which may be approved for examination candidates with specific learning difficulties, including dyslexia, include the use of special examination centres, readers for candidates who have reading difficulties, scribes, tape-recorders, and the use of computer technology for candidates who have writing difficulties, exemption from elements of standard assessment. Enlarged papers are provided to candidates with visual impairment. Applications for reasonable accommodations are submitted by candidates' schools on prescribed application forms and are normally invited one year in advance of the examination concerned. The State Examinations Commission endeavours to consider these applications as early as possible in the year of examination.

The State Examinations Commission is currently re-examining policy and practice in relation to explanatory notes being appended to certificates of candidates with specific learning difficulties. This will include a public consultation process and will take into account best international practice.

In addition to the above measures, the National Council for Special Education (NCSE) has been in operation since 1 January 2005 with over 90 members of staff working exclusively in supporting students with special educational needs. The NCSE was established under the Education for Persons with Special Educational Needs Act (EPSEN) 2004 to improve the delivery of education services to persons with special educational needs arising from disabilities. Since it was established in 2005, the NCSE has been responsible for allocating resources for children with special educational needs including children with Dyslexia. The NCSE has a key role in the delivery of services and operates through a network of special educational needs organisers (SENOs) who act as a focal point of contact for schools and parents.

On the legislative front, the Education for Persons with Special Educational Needs (EPSEN) Act, 2004 provides for an educational assessment for children with special educational needs and the entitlement to an education plan to meet those needs. As the Deputy will also be aware, many sections of the Act have already commenced and I am anxious to implement the Act in full in the quickest time possible. However, following consideration of the issues raised in the Council's implementation plan, and the consultations to date with the Education Partners, I consider that the five-year timeframe acknowledged in the legislation is the appropriate period in which to implement the remaining provisions of the Act.

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