Aengus Ó Snodaigh (Dublin South Central, Sinn Fein)
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Question 174: To ask the Minister for Education and Skills his views on the fact that parents with dyslexic children must present a report of a three-hour assessment carried out by an educational psychologist at a cost of almost €500 to get support for junior certificate examinations (details supplied). [23110/11]

Ruairi Quinn (Dublin South East, Labour)
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The State Examinations Commission's (SEC) scheme of Reasonable Accommodations is designed to assist candidates with special needs at the certificate examinations. The term special needs applies to candidates who have physical/medical and or specific learning difficulties. Applications for reasonable accommodations are considered within a published framework of principles. Reasonable Accommodations are designed to remove as far as possible the impact of a disability on a candidate's performance, so as he or she can demonstrate in the examination his or her level of achievement – they are not designed to compensate for a possible lack of achievement arising from a disability.

Accommodations are granted under the scheme to students who fall within specific criteria. The existence of a specific learning difficulty (e.g. dyslexia) does not automatically entitle an examination candidate to such special arrangements. Even though candidates may have a specific difficulty with reading, writing or spelling, they may not require the provision of any special facilities provided that they can read the question papers of the required level and write legibly. Decisions are made on foot of the evidence supporting a candidate's application, including educational psychological assessments, as to whether his or her special needs fall within the parameters set for the granting of an accommodation.

Some information on how the scheme operates may be of help in understanding the process. There is no obligation on schools or parents to provide a private psychological assessment in support of their application for reasonable accommodations. However, many parents choose to provide such report in support of their application. There is a fundamental difference in how the scheme operates between Junior and Leaving Certificate level. At Junior Certificate level the application process was changed in 2001 to expedite decisions and allow schools a larger degree of autonomy.

The key features of the SEC's approach on the Junior Certificate are: A series of tailored application forms that match the more common special needs that give rise to applications

Elimination of the requirement for supporting medical evidence in most cases

Elimination of the requirement for submission to the SEC of psychological assessments or samples of course work in the case of students with specific learning difficulties

Provision for the application to be signed by a school representative other than the principal

Essentially the SEC accepts a school's confirmation on the application form as sufficient evidence to enable the arrangement. Put simply, if the candidate's special need has been established by the school, there is no need to provide documentary evidence to the SEC.

To guide the school in its determination, the SEC provides a set of guidelines to schools to help them determine the eligibility of a candidate for accommodations. This procedure is designed to reduce the administrative burden on schools and essentially empowers the school itself to put reasonable accommodations in place. This approach reduces the amount of preparatory work and documentation collation for schools in preparing applications. However, a key feature of the Junior Certificate model is that, where an accommodation is approved for Junior Certificate, it does not automatically follow that approval will be granted for Leaving Certificate. A fresh application is required in respect of the Leaving Certificate and each will be considered on its own merits. This position is clearly outlined in the documentation that issues to schools annually in relation to the operation of the Scheme.

At Leaving Certificate decisions in relation to applications for reasonable accommodations are taken having regard to the circumstances of each individual case. Applications on the grounds of a specific learning difficulty are referred the National Educational Psychological Services (NEPS) for consideration in the first instance.

In cases where a school/parent or student is dissatisfied with any aspect of SEC's decision, at either Junior or Leaving Certificate level, they have access to an Independent Appeals Committee. All members of the Appeals Committee are drawn from outside the SEC. The remit of the Appeals Committee covers appeals against all elements of a decision taken by the SEC. All appeals are considered within a published framework of principles.