HC Deb 13 April 1976 vol 909 cc460-3W
Mr. Ashley

asked the Secretary of State for Education and Science (1) what assessment he has made of the number of schoolchildren likely to be suffering from the handicap commonly known as dyslexia; and what is the probable incident per 1,000;

(2) how many schoolchildren have been currently identified as handicapped by dyslexia;

(3) if there is any evidence that shows a different incidence of dyslexia in different social classes.

Mr. Gerry Fowler

A recent report has suggested that there is a continuum spanning the whole range of reading abilities from those of the most fluent readers to those with the most severe difficulties. The children known as dyslexic are not considered to need remedial treatment which is different in kind from other children with reading difficulties. Attempts to estimate the number of dyslexic children would therefore not serve any useful purpose.

Mr. Ashley

asked the Secretary of State for Education and Science when his Department first placed dyslexic children in the category of educationally subnormal: and if they informed local education authorities of his categorisation.

Mr. Gerry Fowler

My Department has never placed dyslexic children—or any other children with reading difficulties—in the category of educationally subnormal pupils, ft is the general practice of local education authorities to provide special help for children who in their opinion need it, even if these children do not readily fit into any of the statutory categories.

Mr. Ashley

asked the Secretary of State for Education and Science (1) if the DES has offered local education authorities advice on what are currently considered to be the best mehods of diagnosing and treating dyslexic children;

(2) if he is satisfied that local education authorities are making sufficient efforts to identify dyslexic children; and what information he has on the efforts of individual local education authorities;

(3) if he is satisfied that local education authorities are providing adequate remedial treatment for dyslexic children; and what information he has on the extent and nature of the remedial treatment provided by individual local education authorities;

(4) what action his Department has taken or intends to take against local education authorities which do not provide special help for dyslexic children after they have been identified;

(5) if he will have discussions with local education authorities designed to encourage the provision of remedial treatment for dyslexia children within the children's own schools, unless there are exceptional circumstances;

(6) if he will issue a circular to local education authorities encouraging them to make particular efforts to identify those dyslexic children who have deprived backgrounds and to provide them with remedial treatment;

(7) if he will co-ordinate research and the literature in dyslexia; and if he will stimulate research into the best method of helping dyslexic children.

Mr. Gerry Fowler

Guidance on the identification and treatment of children with specific reading difficulties has been given in the 1972 Tizard Report and the 1974 Bullock Report. I do not consider that a circular from my Department, the collection of information from local education authorities or more academic research are called for at present. Authorities are making as much progress as can be expected with limited resources in improving facilities for remedial treatment for children (including deprived children) in ordinary schools and, where this proves insufficient, in remedial centres and reading clinics.

Mr. Ashley

asked the Secretary of State for Education and Science if he will discuss with LEAs the possibility of appointing for each LEA area an adviser responsible for all children with dyslexia.

Mr. Gerry Fowler

It is for each authority to decide what form its advisory service should take and to consider, in the light of existing resources, the recommendations of the Bullock Report "A Language for Life" about the need for advisers specialising in learning difficulties.

Mr. Ashley

asked the Secretary of State for Education and Science if he is satisfied that there is sufficient co-operation between hospitals involved with dyslexic children and local education authorities; and if he will detail the communication channels between the two.

Mr. Gerry Fowler

Only children whose reading difficulties are severe or whose difficulties are associated with other handicaps are likely to be referred by the school doctor to a hospital consultant, usually a paediatrician. I have no reason to think that co-operation between hospitals and LEAs gives any grounds for concern. The hospital's advice will normally be channelled to the LEA by the school doctor.

Mr. Ashley

asked the Secretary of State for Education and Science if he will take steps designed to bring about closer liaison between local education authorities and parents of dyslexic children at every stage of diagnosis and treatment and to ensure that such parents are provided with the fullest information on their child's handicap.

Mr. Gerry Fowler

My right hon. Friend welcomes close liaison between authorities and parents of children with learning difficulties, but the way to achieve this must be decided locally.

Mr. Ashley

asked the Secretary of State for Education and Science (1) if he is satisfied that most of those teachers doing remedial work with dyslexic children have received adequate training; and what information he has about the number of teachers involved and the type of training they have received;

(2) if he is satisfied that teacher training colleges pay sufficient attention to the problems of identifying and treating dyslexia; and what changes there have been in the number and type of courses provided in the last five years.

Mr. Gerry Fowler

The information collected by the Department about the number of teachers doing remedial work in special and other schools does not enable those working with dyslexic children and details of their training to be identified. The content of teacher training courses is a matter for providing institutions and validating bodies, but the greater awareness in recent years of problems in the development of language and reading among children is reflected in the provision of both initial and in-service courses.

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