Written Answers Nos. 258 - 280
258. Deputy Eoghan Murphy asked the Minister for Education and Skills when he will consider taking direct action into the number of outstanding issues and reported ongoing irregularities (details supplied) regarding the conduct of County Cork Vocational Education Committee. [22442/13]
View answerMy Department is aware of the case of the person to whom the Deputy refers, who is an employee of a Vocational Education Committee (VEC). This person has written to me on a number of occasions and an official from my Department has responded to the letter of 12th February 2013 to which he refers.
The details supplied refer primarily to an employee-employer matter. My Department's view is that, in general, such matters should be dealt with by an employee with his/her employer, with recourse to the industrial relations mechanisms of the State where necessary. This applies to the case of the person in question.
I wish to remind the Deputy that VECs have a separate legal status and that the Chief Executive Officer of a VEC is responsible for carrying on, managing and controlling generally the administration and business of a VEC.
259. Deputy Catherine Murphy asked the Minister for Education and Skills if his attention has been drawn to the situation regarding a school (details supplied) in Dublin 15, whereby parents have been informed that tuition funding for the school may be terminated; if his attention has been drawn to the fact that the school provides an exceptional service which is relied upon not only by families in the Dublin area, but also in Kildare and West Wicklow where autism services are severely lacking; if he will commit to ensuring the continued operation of the school; and if he will make a statement on the matter. [22449/13]
View answerI wish to advise the Deputy that the Home Tuition Scheme operated by my Department is designed to support children who are not in a position to attend school. Because of this it is generally the case that the tuition is provided at the child's place of residence although many parents use the funding, subject to conditions, to attend private pre-schools.
The private pre-school in question in not funded directly by my Department although some parents use their home tuition funding to attend the facility. Officials at my Department are currently liaising with the parents in question in an effort to resolve the current issue regarding funding.
260. Deputy Joanna Tuffy asked the Minister for Education and Skills if he will clarify in the report School Completers What Next the way the following students categorised and also the way the study tallies with research carried out by the Higher Education Authority who were due last year to publish a report as part of its Who goes to College series of reports last published in 2006 those reports having previously detailed the socio economic background of college entrants; and if he will make a statement on the matter. [22462/13]
View answerIn the report School Completers - What Next?, School Completers who
-1. were attending full time courses in the state funded further education sector were classified as being in Second Level/Further Education and Training.
2. were attending higher education part time were classified as being in Higher Education (if they were attending HEA Aided Institutions).
3. had started first year in college but dropped out were classified as being in Higher Education as the data source related to enrolments in November of the year.
The HEA report is due to be published in the fourth quarter of 2013. Preliminary findings currently tally with the results of the School Completers - What Next? report.
261. Deputy Michael McGrath asked the Minister for Education and Skills the procedures in place to ensure that every child on the ASD spectrum receives an appropriate school place as near as possible to their home; and if he will make a statement on the matter. [22515/13]
View answerThe Deputy will be aware that the establishment of a network of autism-specific special classes in schools across the country to cater for children with autism has been a key educational priority in recent years.
The National Council for Special Education (NCSE), through its network of local special educational needs organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required. The NCSE operates within my Department's criteria in allocating such support.
SENOs are a valuable source of support to parents who are actively sourcing a placement for their children. Furthermore the National Educational Welfare Board (NEWB) is the statutory agency which assists parents who are experiencing difficulty in securing a school place for their child.
262. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills the progress made to date regarding the preparation of anti-bullying procedures for schools being undertaken in his Department; if he is confident that these will be introduced in schools in September, as previously advised; and if he will make a statement on the matter. [21761/13]
View answerThe Deputy will be aware that one of the actions set out in the "Action Plan on Bullying – Report of the Anti-Bullying Working Group" which was published in January 2013 requires that my Department, in consultation with the relevant education partners, will revise the existing anti-bullying guidelines for schools and have new national anti-bullying procedures in place for the 2013/14 school year. Immediately following the publication of the Action Plan, my Department invited the education partners to participate in a working group to review the existing guidelines. This work is ongoing at present. Good progress is being made and I am confident that the new procedures will be in place within the timeframe set out in the Action Plan.
263. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills if any consideration has been given to bringing forward to first-year second level classes the current range of transition year led projects aimed at combatting bullying and cyber-bullying; if these initiatives could apply in both first and transition years as a matter of course; and if he will make a statement on the matter. [21765/13]
View answerAs the Deputy is aware, I published an Action Plan on Bullying in January last. Taking into account all of the research reviewed and submissions and presentations received, the Anti-Bullying Working Group that produced the Action Plan did not recommend a particular anti-bullying programme, however, they did recommend nine principles that should underpin a schools approach to preventing and tackling bullying.
These are:
A positive school culture and climate
A school wide approach
Effective leadership
A shared understanding of what bullying is and its impact
Anti-bullying policies
Consistent recording of reported bullying behaviour
Education and training
Prevention strategies including awareness raising
Established evidence-based intervention strategiesIt is therefore open to schools that have developed effective initiatives aimed at combatting bullying and cyber-bullying through transition year projects to use these for junior cycle classes if they so wish.
There is space within all subjects at junior cycle level to foster an attitude of respect for all. Social, Personal and Health Education (SPHE) is particularly relevant to the prevention of bullying and promotion of respect for diversity and inclusiveness at post primary level. The SPHE post primary syllabus allocates time for exploring bullying, as well as the interrelated areas of belonging and integrating, communication, conflict, friendship, personal safety and relationships. Schools and teachers have discretion as to which parts of the syllabus are taught at different stages of the school cycle.
The new Framework for Junior Cycle which will be implemented on a phased basis, from September 2014, highlights among its 8 principles - the "well being" of the young people and "inclusive education". In the statements of learning it is expected that students will have the skills and knowledge to "take action to safeguard and promote her/his wellbeing and that of others". Through the skill of "working with others" they will learn to develop good relationships and deal with conflict". All of these components which are integral to the Framework blend in with the Action Plan and should provide guidance for schools into the future.
264. Deputy Seamus Healy asked the Minister for Education and Skills if he will reverse his decision to refuse to sanction the post leaving certificate programme for 2013/2014 at a college (details supplied) in County Tipperary; and if he will make a statement on the matter. [22637/13]
View answer268. Deputy Michael Lowry asked the Minister for Education and Skills if he will detail the reasons a school (details supplied) in County Tipperary has not been approved to offer a post leaving certificate programme for 2013/2014; if he will reconsider this decision in view of the fact that between 15-20 students have expressed an interest in this course; if his attention has been drawn to the fact that a teaching post will be lost if this course is not sanctioned; and if he will make a statement on the matter. [22703/13]
View answerI propose to take Questions Nos. 264 and 268 together.
Approval to participate in the Post Leaving Certificate (PLC) programme is granted on an annual basis following an application process. Each application is examined by my Department on its own merits, taking into account current and previous allocations, current and previous demand and uptake and the overall number of places available. There are currently 32,688 approved PLC places available nationwide. Providers are required to inform the Further Education Section of my Department of any PLC places that have not been taken up by the middle of September each year in order that these unused places can be reallocated given the high demand for places.
The school referred to by the deputies has been operating PLC courses over a number of years and had sanction for 24 PLC places. While approval was given to run a PLC course in each of the years 2011/2012 and 2012/2013 the school did not enrol any PLC learners in either of these years and did not inform my Department that it was not using these places.
The application process for the 2013/2014 academic year has recently concluded and places have been allocated for the next academic year. This school has not received sanction for any PLC places. However, a range of PLC courses are available in the area which may be accessed by school leavers from this school.
265. Deputy Seamus Healy asked the Minister for Education and Skills if he will ensure that all children with Down's syndrome attending mainstream primary schools have access to specifically allocated resource teaching hours with effect from the start of the coming school year; and if he will make a statement on the matter. [22638/13]
View answerThe Deputy will be aware of this Government's ongoing commitment to ensuring that all children with special educational needs, including children with Down's syndrome, can have access to an education appropriate to their needs. The policy of my Department is to secure the maximum possible level of inclusion of students with special educational needs in mainstream primary and post-primary schools, or where a special school or special class placement may be required to ensure such placements are provided for.
Pupils with Down's syndrome attending mainstream schools may receive additional teaching support in primary schools, either under the terms of the General Allocation Model (GAM) of teaching supports, if the pupil's educational psychological assessment places the pupil in the mild general learning disability/high incidence disability category, or through an allocation of individual additional resource teaching hours which are allocated by the National Council for Special Education (NCSE), if the child is assessed as being within the low incidence category of special need, as defined by my Department's Circular Sp Ed 02/05.
Pupils with Down's syndrome may be allocated resources under the category of mild general learning disability, or under the categories of moderate general learning difficulty or Assessed Syndrome, in conjunction with another Low Incidence disability. There is not presently a distinct disability category of Down's syndrome for resource allocation purposes.
I have asked the National Council for Special Education to provide me with policy advice on the issue of whether Down's syndrome should be reclassified as a low incidence disability in all instances, regardless of assessed cognitive ability. This advice will be included in the NCSE's comprehensive policy advice on how the education system can best support children with special educational needs which is currently in preparation and which is expected in the coming weeks.
266. Deputy Tom Fleming asked the Minister for Education and Skills the reason a full/special maintenance grant was not issued by Student Universal Support Ireland in respect of a person (details supplied) in County Kerry; and if he will make a statement on the matter. [22690/13]
View answer276. Deputy Tom Fleming asked the Minister for Education and Skills the reason a special maintenance grant was not issued by Student Universal Support Ireland in respect of a person (details supplied) in County Kerry; and if he will make a statement on the matter. [22732/13]
View answerI propose to take Questions Nos. 266 and 276 together.
Officials in my Department have confirmed with Student Universal Support Ireland (SUSI) that the student referred to by the Deputy was ineligible for the special rate of maintenance grant as the reckonable income exceeded the threshold of €22,703.
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI.
Where an individual applicant has had an appeal turned down, in writing, by SUSI, and remains of the view that SUSI has not interpreted the scheme correctly in his/her case, an appeal form outlining the position may be submitted by the applicant to the Student Grant Appeals Board. The relevant appeal form will be available on request from SUSI.
267. Deputy Michelle Mulherin asked the Minister for Education and Skills the services Medmark provide to his Department to get school employees who are off work due to illness to return to work; and if he will make a statement on the matter. [22696/13]
View answerMy Department put in place an Occupational Health Strategy as a supportive resource for teachers and special needs assistants (SNAs), to promote their health in their workplace, with a focus primarily on prevention rather than cure. The Occupational Health Strategy comprises of the Employee Assistance and Occupational Health Services.
Medmark Occupational Healthcare is the current provider of occupational health services for teachers and SNAs. The Occupational Health Service encompasses health management and incorporates pre-employment heath assessments, sickness absence management referrals, medical assessments of fitness for work and ill health retirement assessments and appeals.
Employers of teachers and SNAs have responsibilities for ensuring the health, safety, well-being and educational progress of students. They also have a duty under Section 8 of the Safety, Health and Welfare at Work Act 2005 to "ensure, so far as is reasonably practicable, the safety, health and welfare at work of his or her employees". In order to discharge these management responsibilities effectively, it is essential that employers have access to professional occupational health advice on medical fitness. The Occupational Health Serivce is in place to assist employers and employees in the timely management of medical problems that arise in the context of work.
269. Deputy Clare Daly asked the Minister for Education and Skills the reason the criteria relating to guaranteed resource learning hours for students with Down's syndrome was altered in 2005; and if he will rectify that situation by recognising Down's syndrome as a low incidence disability. [22714/13]
View answer274. Deputy Brian Stanley asked the Minister for Education and Skills if he will consider recognising Down's syndrome as a disability in its own right and that children that are diagnosed with it receive the necessary support and resource hours in the education system. [22721/13]
View answer288. Deputy Eoghan Murphy asked the Minister for Education and Skills if he is considering giving an automatic qualification of individual teaching hours for all children with Down's syndrome. [22861/13]
View answer294. Deputy Finian McGrath asked the Minister for Education and Skills the number of children with Down's syndrome attending mainstream primary school; and if he will make a statement on the matter. [23036/13]
View answerI propose to take Questions Nos. 269, 274, 288 and 294 together.
The Deputies will be aware of this Government's ongoing commitment to ensuring that all children with special educational needs, including children with Down's syndrome, can have access to an education appropriate to their needs. The policy of my Department is to secure the maximum possible level of inclusion of students with special educational needs in mainstream primary and post-primary schools, or where a special school or special class placement may be required to ensure such placements are provided for.
Pupils with Down's syndrome attending mainstream schools may receive additional teaching support in primary schools, either under the terms of the General Allocation Model (GAM) of teaching supports, if the pupil's educational psychological assessment places the pupil in the mild general learning disability/high incidence disability category, or through an allocation of individual additional resource teaching hours which are allocated by the National Council for Special Education (NCSE), if the child is assessed as being within the low incidence category of special need, as defined by my Department's Circular Sp Ed 02/05.
It should be noted that the introduction of the GAM in 2005 did not change the position in relation to the allocation of supports for children with Down's syndrome who had mild general learning difficulty. Prior to the GAM introduction, Circular 08/02 set out that the level of additional support to be provided for children who present with a particular syndrome e.g. Down's Syndrome, will be determined following consideration of psychological or other specialist reports which details the nature and degree of the child's special educational needs. The allocations made were differentiated on the basis of the extent of general learning difficulty of the child.
Pupils with Down's syndrome may be allocated resources under the category of mild general learning disability, or under the categories of moderate general learning difficulty or Assessed Syndrome, in conjunction with another Low Incidence disability. There is not presently a distinct disability category of Down's syndrome for resource allocation purposes. As such, it is not possible to advise of the number of children with Down's syndrome who are attending mainstream primary education.
I have asked the National Council for Special Education to provide me with policy advice on the issue of whether Down's syndrome should be reclassified as a low incidence disability in all instances, regardless of assessed cognitive ability. This advice will be included in the NCSE's comprehensive policy advice on how the education system can best support children with special educational needs which is currently in preparation and which is expected in the coming weeks.
270. Deputy Brian Stanley asked the Minister for Education and Skills the likely starting date for the construction of the new school to accommodate amalgamated schools (details supplied) in County Laois. [22717/13]
View answerThe building project for the school referred to by the Deputy is currently at an advanced stage of architectural planning. The Design Team are currently working on the Stage 2(b) Submission which will then be submitted to the Department for review. Planning Permission, Disability Access and Fire Safety Certificates have all been secured.
Following approval of the Stage 2b submission and assuming no issues arise the project will then be progressed to tender and construction stage as quickly as possible.
271. Deputy Brian Stanley asked the Minister for Education and Skills the likely starting date for the construction of a school (details supplied) in County Laois which is scheduled for sometime in 2014/2015. [22718/13]
View answerThe building project for the school referred to by the Deputy is currently at an advanced stage of architectural planning.
The Stage 2b submission was received in the Department recently for review. Following the review of the stage 2(b) submission and assuming no issues arise, the Department will then contact the Board of Management regarding the further progression of the project to tender and construction stage.
272. Deputy Brian Stanley asked the Minister for Education and Skills if he will bring forward the starting date from 2015/2016 for the replacement building in respect of a school (details supplied) in County Kildare due to local circumstances. [22719/13]
View answerI wish to advise the Deputy that my Department has sought the assistance of, and is working closely with, Kildare County Council, the relevant Local Authority, in relation to identifying and acquiring a suitable site for the provision of permanent accommodation for the school to which he refers.
As the Deputy will be aware, negotiations are at an advanced stage. Given the sensitivities associated with land acquisitions generally, I am not in a position to comment further on that aspect at this time.
The Deputy will also be aware that the project is included in the Five Year Construction Plan and is scheduled to proceed to construction in 2015/16. Details of the progress of all major projects listed in the Five Year Plan will continue to be maintained and updated on the Department's website, www.education.ie
273. Deputy Brian Stanley asked the Minister for Education and Skills the cost to the Exchequer and public funds to build and operate, using a public private partnership, the two post primary schools at Borris Road, Portlaoise, County Laois, including the payments that were to be made when the schools were completed in 2010 and the monthly payments that were to be paid for the duration of the contract. [22720/13]
View answerThe schools to which the Deputy refers were delivered as part of a Bundle of 4 schools that were provided through a Public Private Partnership (PPP) progamme. The remaining 2 schools were delivered in Co. Offaly. As the entire Programme or Bundle - referred to as Bundle 1 - constitutes a single contract with the PPP provider, the Deputy will appreciate that it is not possible to disaggregate the individual details of all payments in respect of each school. To the extent that it is possible to do so, this has been done.
The ongoing unitary charges are a monthly payment due to the PPP Operator for the design, build, finance and operating costs of the schools. Since taking possession of the Bundle 1 of schools in 2010 the Department has paid a total of €21.8m to the PPP Operator in respect of the unitary charges. The target expiry date of the unitary charges for Bundle 1 is 2035. The current value of the unitary charge is €0.76m per month. The charge is subject to indexation annually which occurs generally in September. Where appropriate, deductions are made monthly for under performance or service malfunction issues from the monthly unitary charges. Where these issues arise they are examined in conjunction with the schools' management authorities. Post completion of the Bundle in 2010, a VAT liability specific to the Portlaoise schools of €4.588m presented and was paid together with ICT development grants to the schools to the value of €627,070. A balance of costs specific to the 2 Portlaoise amounted to just over €32,000 and relate to minor miscellaneous works also arose and was paid. A total of just over €1m was paid in respect of approved variations that arose for the entire Bundle 1 of schools but it is not possible to disaggregate costs between the 4 schools.
275. Deputy Bernard J. Durkan asked the Minister for Education and Skills if suitable and reasonable accommodation needs will be arranged in respect of a person (details supplied) in County Kildare in respect of their upcoming leaving certificate examinations, whose needs have been confirmed and supported by their educational psychologist; and if he will make a statement on the matter. [22722/13]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
277. Deputy Billy Kelleher asked the Minister for Education and Skills if he will outline special needs assistants or other assistance available to children of school going and preschool age who are profoundly deaf; and if he will make a statement on the matter. [22740/13]
View answer278. Deputy Billy Kelleher asked the Minister for Education and Skills if he will outline the grants or special assistance available to main stream schools who have to accommodate profoundly deaf children; and if he will make a statement on the matter. [22741/13]
View answerI propose to take Questions Nos. 277 and 278 together.
I wish to advise the Deputy that my Department provides for an extensive range of supports to assist pupils who are deaf or hard of hearing.
I can confirm that there are currently 11 special classes for pupils with hearing impairment attached to mainstream primary schools, 5 special class at post-primary level and 3 special schools. An enhanced capitation grant is provided to the special schools and special classes for hearing impaired pupils.
Pupils in special classes and special schools for hearing impaired children are supported by enhanced pupil teacher ratios of 7:1. Special Needs Assistant (SNA) support is also provided in these schools and classes, as required.
In line with my Department's policy that children with special educational needs (SEN) access appropriate education intervention in mainstream settings where possible, many deaf/ hard of hearing pupils are integrated into mainstream classes at primary and post-primary level with the assistance, as necessary, of resource teaching and special needs assistant support.
Grant-aid is also provided to schools towards the provision of special equipment for pupils who are hard of hearing, such as sound field systems and radio aids.
My Department also provides funding for a weekly home tuition service whereby tutors visit the homes of deaf and hard of hearing pre-school children and school-going pupils to provide training in Irish Sign Language (ISL) for these children, their siblings and parents.
In addition, the Visiting Teacher Service for Children and Young People with a Hearing Impairment is provided by my Department from the time of referral through to third level education. The Visiting Teacher service provides advice and support to ensure that the needs of children and young people with hearing impairment are met. This service is available at pre-school, primary and post-primary levels. Specifically, the service works in partnership with parents of pre-school children with hearing impairment, visiting their homes and/or meeting them in groups to inform, advise and offer guidance in matters pertaining to their education and overall development and in helping their children to derive maximum benefit from the educational opportunities available.
My Department, through the Higher Education Authority (HEA), has established and funds a Centre for Deaf Studies in Trinity College, Dublin which provides diploma courses for ISL/English interpreters, deaf tutors and in deaf studies. The course modules deal with issues such as sign linguistics, bi-lingualism and socio-linguistics of sign language. The course is delivered in seminar sessions/group work and the award of the diploma is based on continued assessment and a project and course design.
Finally, I wish to advise the Deputy that the National Council for Special Education (NCSE) has published Policy Advice on the Education of Deaf and Hard of Hearing Children in Ireland, which makes a number of recommendations for the improvement of educational provision for Deaf and Hard of Hearing Children.
This policy advice is available on the NCSE's website www.ncse.ie. My Department has established a working group which will consider and implement the recommendations of this report in accordance with available resources.
279. Deputy Catherine Murphy asked the Minister for Education and Skills if a specific policy decision has been taken to give absolute priority to new build primary and secondary schools over the extension of existing schools; if this is the case, when this decision was taken; if there are any exceptions to this policy; and if he will make a statement on the matter. [22747/13]
View answerThe current status of all projects, may be viewed on my Department's website at www.education.ie and this will be updated regularly throughout the year.
In determining projects that were announced to proceed to construction during the 5 Year Plan, both new school building projects as well as major extensions to existing schools have been prioritised on the basis of meeting demographic needs in areas where such needs have been identified.
I also wish to advise the Deputy that where an immediate enrolment need in an area has been identified e.g. the appointment of an additional teacher and where school's existing accommodation cannot provide for this growth, my Department will be prepared to consider applications by schools for capital funding for additional classrooms mainly on a devolved basis.
In addition, under my Department's Prefab Replacement Initiative announced in March 2012, over 170 schools have been approved to replace their rented prefab accommodation with permanent accommodation. In excess of €42 million has been allocated for this initiative of which €15.6 million was paid in 2012. This funding is being provided to schools to replace rented prefabs that are currently providing mainstream classroom and resource rooms for an estimated 6,000 pupils. In total, 286 mainstream classrooms currently in rented prefabs will receive permanent buildings, details of which are also available on my Department's website.
280. Deputy Peter Mathews asked the Minister for Education and Skills his plans to sanction a permanent building in respect of a school (details supplied) in Dublin 16; and if he will make a statement on the matter. [22773/13]
View answerI wish to advise the Deputy that the position relating to the school in question is, as I outlined to him in my response to his question of 8th May last.
