Remedial teachers and training
The Minister reported that national schools had 160 remedial teachers in 1972–73 and 335 in 1976–77, with five annual in-service courses continuing; reducing class sizes was an immediate priority.
asked the Minister for Education the number of remedial teachers in primary, secondary and vocational schools in 1972-73 and 1976-77; and the intentions of the Government in the future provision, including training, of such teachers.
Comment on this
At primary level, remedial education, in the first instance, is a matter for the child's class teacher. In certain cases, however, where the problem of backwardness is particularly acute, a special additional teacher may be appointed to help with remedial work. The number of such teachers in national schools in 1972-73 and 1976-77 was 160 and 335. Five in-service courses are held each year for national teachers engaged on remedial work and this programme of training will be continued.
My immediate priority is to reduce class sizes in national schools, with particular reference to the problems of disadvantaged areas. Extra posts for remedial work elsewhere will be considered in the light of this overall priority.
Remedial teachers are not a specific category in post-primary schools. Where a need is established for the provision of remedial education for students in those schools, such education is provided by teachers who, in addition to possessing the normal qualifications required of teachers in the schools, are deemed to be competent to undertake remedial education, usually as a result of attendance at special in-service courses organised by my Department.
The following table shows the numbers of teachers who attended and satisfactorily completed such courses in the periods indicated, and the categories of post-primary schools in which they were serving:
When giving effect to the approved teacher-pupil ratios for post-primary schools, which I announced in July last, I caused it to be conveyed to the authorities of the schools that, in the deployment of the increased total staff of teachers to which the new ratios would give rise, they should particularly bear in mind making the most appropriate arrangements feasible for remedial teaching related to the circumstances of the individual school. In addition, I propose to continue and develop the Department's courses in remedial teaching to meet requirements in this area as far as possible.