John O'Mahony (Mayo, Fine Gael)
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Question 226: To ask the Minister for Education and Science the reason there was a special room prepared at a school (details supplied) in County Mayo; and if he will make a statement on the matter. [13891/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
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The question of refurbishing the room in the school referred to by the Deputy arose from High Court proceedings in 2006 relating to suitable education provision for the child in question. An independent expert's report identified the school as the most suitable location for this child. The school were willing to accept the child but required works to be carried out to the school building to facilitate the enrolment.

In view of the urgency of the case, a senior architect from my Department visited the school on 19th October 2006 and recommended that works be carried out to the school building to facilitate this child, refurbish some other areas of the building and address some health and safety issues. A letter of approval issued to the school in October 2006 for the works in question. Consultants were appointed to oversee the project and a builder contracted to carry out the work in question. The works were completed in April 2007. As it transpired the pupil did not attend the school. Parents are not obliged to send their child to a particular school. I understand that the works that were carried out have been of benefit to other children in the school and to the school generally and may assist future enrolments.

Joe McHugh (Donegal North East, Fine Gael)
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Question 227: To ask the Minister for Education and Science if he will ensure that the branch of an association (details supplied) in Letterkenny, County Donegal, will be included in his financial allocation in 2009; and if he will make a statement on the matter. [13898/09]

Batt O'Keeffe (Cork North West, Fianna Fail)
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As the Deputy may be aware a key focus and priority of my Department is to provide for resources in schools to support pupils with special educational needs, including those with dyslexia. For mainstream primary schools, this is done through the General Allocation Model. This model was introduced in September 2005 and ensures that mainstream primary schools have the additional teaching resources already in place to enable them cater for children with high-incidence special educational needs, including dyslexia.

It is a matter for the individual school to use its professional judgement to identify pupils that will receive this support and to use the resources available to the school to intervene at the appropriate level with such pupils. My Department issued a comprehensive circular, SP ED 02/05, to schools to provide guidelines and advice on the manner in which they should use the resources that have been allocated to them to best effect. In addition, my Department provides funding for a number of special schools and special classes attached to mainstream primary schools which have been sanctioned to meet the needs of children with dyslexia. All special schools and special classes for such children operate at a reduced pupil teacher ratio and pupils attending such facilities attract a special increased rate of capitation grant.

Second level pupils with dyslexia are normally included in mainstream classes. Additional teacher supports are allocated to second level schools and Vocational Education Committees to cater for pupils with special educational needs, including, where appropriate, pupils with dyslexia. In accordance with the terms of circular letter M10/94 and depending on an educational assessment, pupils with dyslexia may meet the criteria for exemption from the learning of the Irish Language on the grounds of having a learning disability. They may also be eligible for special arrangements in State Certificate Examinations.

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 once relevant professionals recommend the equipment. Schools can apply to the local special educational needs organiser (SENO) directly for this support. My Department supports teachers with additional training needs in the area of dyslexia. The Special Education Support Service (SESS) manages, co-ordinates and develops a range of supports in response to identified teacher training needs. 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.

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. I know that the Dyslexia Association supported and assisted in this initiative.

The Dyslexia Association of Ireland has provided a range of supports for children with dyslexia and their parents over the years. The Dyslexia Association has also cooperated with various initiatives taken by my Department, including the Task Force on Dyslexia. While my Department has provided funding to the Dyslexia Association of Ireland at national level, it is not in a position to make additional funding available to local branches of the Association.