Written Answers Nos. 244-261
244. Deputy Alan Farrell asked the Minister for Education and Skills the measures that have been put in place with regard to the improvements of the Student Universal Support Ireland system; if a guaranteed turnaround time for completed applications has been agreed; the measures that were put in place in 2012 and 2013 to ensure that staff are fully trained; and if he will make a statement on the matter. [26685/13]
View answer254. Deputy Mattie McGrath asked the Minister for Education and Skills the improvements that have been carried out in the Student Universal Support Ireland office to ensure that first year students do not experience the same delays experienced in 2012; the guarantees he will provide that students will not go the entire college year without payment as has been the case for many students in 2013; when he expects all payments to be made to students; if he will guarantee that information that is submitted will be kept on file and will not be sought on a number of occasions as has been the case for many students this year; and if he will make a statement on the matter. [26839/13]
View answer295. Deputy Nicky McFadden asked the Minister for Education and Skills the measures to be taken by his Department in order to ensure a more efficient process in relation to the administration of the Student Universal Support Ireland student grant system; if he will ensure that the applications are processed as quickly as possible to avoid stress and financial hardship to students and parents; and if he will make a statement on the matter. [27543/13]
View answerI propose to take Questions Nos. 244, 254 and 295 together. While it is acknowledged that there were significant difficulties in the operation of the assessment processes last year, I am informed by Student Universal Support Ireland (SUSI) that, in preparation for the 2013/2014 academic year, both the on-line application system and the application assessment process are being further developed to enhance their effectiveness and efficiency and respond to experiences from year one. For applicants applying through SUSI for the 2013/14 academic year, a number of new initiatives will make their application more efficient this year. The initiatives include direct information sharing between SUSI and Government bodies and agencies including the Revenue Commissioners, the Department of Social Protection, the General Register Office (GRO) and the Central Applications Office (CAO). These links should reduce significantly the number of documents required from applicants themselves. In addition the staff resources recommended by the review have already been sanctioned. The resources include three additional management posts and some 23 (whole time equivalent) additional processing staff. This will help to ensure that qualifying students have their applications assessed as quickly as possible. SUSI has also significantly developed its training programme to meet the training needs of new and existing staff. In addition, the closing date will be a month earlier to facilitate earlier application and decision on a grant application. SUSI is working closely with all third level institutions to improve the payment process for the 2013/14 academic year.
245. Deputy Shane Ross asked the Minister for Education and Skills the full cost to the Exchequer of Kilkenny College in 2012/13 while it was a fee-charging school; and if he will make a statement on the matter. [26806/13]
View answerFigures for the 2012/2013 school year are not yet available. The costs for the 2011/2012 school year for Kilkenny College are set out below.
|
Kilkenny College - Costs for the 2011/2012 school year |
Total Gross |
|
Teachers |
€3,072,585.00 |
|
SNAs |
€35,207.99 |
|
Clerical Officers |
€43,563.09 |
There was no capital expenditure paid to Kilkenny College in 2011/2012
247. Deputy Michael McGrath asked the Minister for Education and Skills his views on the proposal that the Further Education and Training Bill 2013 will include a specific commitment to raise adult literacy and numeracy levels and develop a national adult literacy and numeracy strategy; and if he will make a statement on the matter. [26808/13]
View answerI recognise that further education and training as it is currently delivered covers a broad spectrum that ranges from basic adult literacy and numeracy courses to courses that are certified at level 6 and above on the National Framework of Qualifications. Section 9 of the Bill provides that SOLAS, once established, will prepare and submit, to the Minister, a strategy in respect of further education and training. The issue of including a provision in the Bill for the development of a national adult literacy and numeracy strategy was raised at Dáil Committee Stage. I have asked officials in the Department to give consideration to this matter in advance of Report Stage in the Dáil.
248. Deputy Billy Kelleher asked the Minister for Education and Skills if additional funding will be made available for the provision of an outdoor play area at a school (details supplied) in County Cork; and if he will make a statement on the matter. [26809/13]
View answerA devolved grant was sanctioned for the school on the basis of the level of grant sought by the school, to which the Deputy refers, in November 2012 to facilitate its relocation to more suitable premises. The funding granted was to provide for toilets, play areas and other modifications. The school subsequently sought additional funding for works to comply with Fire Safety Regulations as well as further funding for play areas. Additional funding to comply with Fire Safety Regulations was approved. However given the current financial constraints within which my Department is operating and the priority being given to applications from schools for essential mainstream classroom accommodation, my Department was not in a position to approve the additional funding sought in respect of the play areas concerned.
249. Deputy Eric Byrne asked the Minister for Education and Skills if he will provide this Deputy with a list of all secondary schools, phone numbers, pupil number, principals and autism facilities in the Dublin 6, 8 and 12 areas; and if he will make a statement on the matter. [26812/13]
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. Details of the special classes for children with autism, including details of special classes for children with autism in Dublin, are available on the NCSE website www.ncse.ie. It should also be noted that many children with autism can attend mainstream classes with additional supports and therefore may be enrolled in any mainstream school. The contact information details for individual schools is available on the Department's website http://www.education.ie/en/find-a-school.
250. Deputy Thomas Pringle asked the Minister for Education and Skills if the value for money review of small primary schools has been finalised yet; and if he will outline the recommendations of the report and any decision he intends making. [26813/13]
View answerThe value for money review of small primary schools has been finalised. I recently received the report of the review and I am currently considering it.
251. Deputy Mattie McGrath asked the Minister for Education and Skills the supports, if any, available for students studying in performing arts/musical theatre courses abroad [26826/13]
View answerUnder the terms of the student grant scheme, grant assistance is awarded to students who meet the prescribed conditions of funding including those which relate to nationality, residency, approved course, previous academic attainment and means. To meet the conditions of funding in relation to an approved course the applicant must be entering an approved full-time course in an approved institution as set out in the Student Support Act 2011 and Regulation 3 and 4 of the Student Support Regulations 2013. Students who are attending an approved undergraduate courses in an EU Member State, can apply for a maintenance grant in respect of an approved course which is being pursued in an approved institution. The Deputy will appreciate that in the absence of all of the relevant details that would be contained in an individual's application in relation to the course being attended, means, residency, nationality and previous academic attainment, it would not be possible for me to say whether or not a student would qualify for a grant. To determine eligibility for the 2013/14 academic year a student may submit a fully completed online grant application to SUSI, via studentfinance.ie.
252. Deputy Finian McGrath asked the Minister for Education and Skills if he will confirm if the lease for a school (details supplied) in Dublin 5 has been signed between his Department and the vocational education committee; and if so, if he will clarify if there is any provision for the KUBs basketball club; and if he will make a statement on the matter. [26828/13]
View answerI can confirm to the Deputy that the lease of the property to which he refers between my Department and the City of Dublin VEC has been signed. In line with overall Government policy in relation to the use of school buildings for community purposes, I understand that the VEC is working closely with the KUBs basketball club in relation to finalising a user agreement for the ongoing use of part of the property. I can also confirm that the VEC is facilitating the continued use of part of the property by the club pending finalisation of the user agreement.
253. Deputy Simon Harris asked the Minister for Education and Skills if his attention has been drawn to a problem being experienced by a primary school (details supplied) in County Wicklow in accessing an internet provider and the problems this is causing for a school that heavily utilises the internet interactive white boards, payroll, school attendance and so on; the actions being taken by his Department to assist in resolving this issue; and if he will make a statement on the matter. [26831/13]
View answerUnder the Schools Broadband Access Programme the Department provides for the supply of internet connectivity for all recognised primary schools. All contracts under the Schools Broadband Access Programme were re-tendered last year under a public procurement competition. As a result of this the number of service providers has been expanded from 6 to 13 with the aim of ensuring that satisfactory solutions would be awarded to schools. In the case of Delgany National School a DSL service was awarded, unfortunately the phone lines in the school were not capable of delivering a satisfactory service. As no other proposals were received for this school under the initial procurement competition this school has been included in a mini competition under the procurement framework and responses are due to be received on June 19th.
255. Deputy Robert Troy asked the Minister for Education and Skills if he will allocate more funding to schools for student psychological reports (details supplied). [26832/13]
View answerAs stated in our reply of the 23rd May all primary and post primary schools have access to psychological assessments either directly through the National Educational Psychological Service (NEPS), or through the Scheme for Commissioning Psychological Assessments (SCPA), full details of which are on the Department's website. Where a NEPS psychologist is not assigned to a school, authorities therein may access psychological assessments through SCPA. Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly. My Department's National Educational Psychological Service (NEPS) operates an early intervention continuum of assessment in schools for students with the broad range of special educational needs. The continuum of assessment allows for the identification of pupils with special educational needs, their nature and severity by harnessing the experience of class teachers and support teachers, in consultation with parents, and with the support of the psychologist. It also provides for the development of immediate responses and interventions designed to ameliorate the particular needs identified at the appropriate level, either in the classroom or with the assistance of the support teacher. This allows for a response to be put in place at the earliest possible juncture for students before their difficulties can become intractable. Assessment of needs at this stage of the continuum involves information gathering, testing and observation by the various school personnel involved and support from the NEPS psychologist, as required. Where the pupil does not make adequate progress following the interventions, or where the nature of the child's special educational needs are significant, severe and complex, the school may agree with the psychologist that a psycho-educational assessment be conducted to identify the specific nature of the needs and the appropriate response necessary. Students, so identified, are scheduled for assessment within that school year. There is therefore no quota applied to schools under the process. I must again inform the Deputy that while assessments were available to the school heretofore this year no assessment was raised in respect of the student named in the Deputy's question. It is the responsibility of the school Principal in the first instance to identify and prioritise pupils for assessment under the process described above. I wish to inform the Deputy that a Psychologist has been assigned to this School from September 2013 and they will be liaising with the Principal regarding the school's needs in general terms and specifically in relation to this student. I would advise that the school Principal, in the first instance, should be contacted in relation to concerns for any pupil which require intervention from the NEPS service.
256. Deputy Patrick O'Donovan asked the Minister for Education and Skills if he will provide an update of his Department's plans for a new school (details supplied) in County Limerick; if the school was previously on a list for construction by his Department and approved pending planning permission; if he will confirm if officials from his Department have visited the school during 2013 to assess the current conditions; and if his Department is aware that Limerick County Council recently granted planning permission for the school following protracted delays. [26833/13]
View answerThe major building project for the school referred to by the Deputy is at an advanced stage of architectural planning. Planning permission has been granted and the design team are currently working on completing stage 2(b) which is the final design stage in the architectural planning process and includes the preparation of tender documents. I am pleased to inform the Deputy that the school building project referred to was included in the €50 million investment in new school building projects recently announced as part of the Government's "Investing in Infrastructure & Jobs" Package. When the stage 2(b) submission from the design team is received it will be reviewed by my Department. Once that review is complete, my Department will be in contact with the School Authorities in relation to progressing the project to tender and construction.
257. Deputy Tom Fleming asked the Minister for Education and Skills if he will expedite a student grant in respect of a person (details supplied) in County Kerry; and if he will make a statement on the matter. [26853/13]
View answerOfficials in my Department understand from Student Universal Support Ireland (SUSI) that the application from the student in question is under review. SUSI will make direct contact with the student when the review has been completed.
258. Deputy Simon Harris asked the Minister for Education and Skills if his Department has received any correspondence from representatives of professional organisations or academics warning of inadequacies in his Department's autism policy with regard to applied behaviour analysis; the steps he has taken to meet these concerns; and if he will make a statement on the matter. [26911/13]
View answerVarious contributions have informed my Department's policy on the education of children with autism which is based on the advice of international experts on autism; NEPS; the Inspectorate; an analysis of research, and the report of the Irish Task Force on Autism. My Department's policy is focused on ensuring that all children including those with autism can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network. This facilitates access to individualised education programmes, fully qualified professional teachers who may draw from a range of autism-specific interventions, including ABA, special needs assistants, and the appropriate school curriculum with the option where possible of full/partial integration and interaction with other pupils. As each child with autism is unique it is important that children have access to a range of interventions so their broader needs can be met. My Department's policy is to provide for children with special educational needs, including autism, to be included in mainstream schools unless such a placement would not be in their best interests or the interests of the children with whom they are to be educated. Some children may be supported in a special class attached to a mainstream school. These students have the option, where appropriate, of full/partial integration and interaction with other pupils. Other children may have such complex needs that they are best placed in a special school. Students with special educational needs have access to a range of support services including additional teaching and/or care supports. In special schools and special classes, students are supported through lower pupil teacher ratios. Special needs assistants may also be recruited specifically where pupils with disabilities and significant care needs are enrolled. With regard to Applied Behaviour Analysis (ABA), the position is that there is no definitive or universally accepted research which supports the use of one intervention exclusively for all children with autism. However, research does support the use of any of a range of autism-specific interventions depending on the individual needs of the child. My Department is conscious of the need to adapt existing policies and to develop new policies as new research or learning becomes available. The National Council for Special Education has a formal role under Section 20.1(j) of EPSEN to advise the Minister 'in relation to any matter relating to the education of children and others with disabilities'. I have now requested the NCSE to prepare Policy Advice on the Educational Provision for Children with Autism Spectrum Disorders. The NCSE have commissioned research which will not be finalised until mid to late 2014 and I expect that this research will inform much of the work in preparing the policy advice. Accordingly it is not expected that the report will be finalised until early 2015.
259. Deputy Róisín Shortall asked the Minister for Education and Skills the arrangements which are being put in place to cater for the educational needs of a person (details supplied) in Dublin 11; the support that will be provided from September 2014 onwards; and if he will make a statement on the matter. [26926/13]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including the allocation of resource teachers and Special Needs Assistants to schools. The NCSE operates within my Department's established criteria for the allocation of Special Education supports and the staffing resources available to my Department. Schools may make an application to the NCSE for additional resource teaching hours support in respect of pupils who have been diagnosed with a specific learning disability, such as dyslexia or dyscalculia. All schools were advised to apply to the NCSE for resource teaching and SNA support for the 2013/14 school year by 15th March 2013. The NCSE are currently processing these applications and schools will be notified by SENOs of their resource teaching and SNA allocation for 2013/14 in advance of the coming school year, based on the number of valid applications received. All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
260. Deputy Patrick O'Donovan asked the Minister for Education and Skills if an examination has been carried out by his Department into the value of giving homework for children in primary school; if his Department has agreed standards on the allocation of homework in the school system, if he intends bringing forward any changes to policies in the area of homework; and if he will make a statement on the matter. [26912/13]
View answerThe position is that my Department does not issue any guidelines relating to homework being given in schools. It is a matter for each school, at local level, to arrive at its own homework policy. In keeping with good practice, the process of drafting a homework policy should involve consultation with teachers, parents and students. However, my Department does acknowledge that homework can play an important part in helping pupils prepare for forthcoming class work and in reinforcing work already covered during class time.
261. Deputy Michael Creed asked the Minister for Education and Skills if he will outline the range of supports available from his Department for students with narcolepsy including reasonable accommodation at exam time, home tuition and any other supports deemed necessary; and if he will make a statement on the matter. [26933/13]
View answerI wish to advise the Deputy that my Department has provided information to schools in relation to the condition of Narcolepsy and to provide guidance to schools on the accommodations which can be made in schools to assist such children. I can also advise that a number of meetings have taken place between officials at my Department along with those from the Department of Health, with representatives from SOUND (Sufferers of Unique Narcolepsy Disorder) to consider the educational supports which may be provided for such children and the criteria for accessing such supports, based on the assessed individual needs of children. The range of supports which may be provided for children who are suffering from serious medical conditions such as Narcolepsy, based on assessment, include: Special Needs Assistant (SNA) support, for children who have a medical condition such that they require access to care support in order to be able to attend school; Home Tuition support which can provide a compensatory educational service to children who have had major disruption to their attendance at school due their medical condition; and Schools may provide additional Learning Support/Resource Teaching assistance in school- Special arrangements for State Examinations. The educational supports required in each instance are considered on the basis of the assessed needs of the children. Arrangements are made with the State Exam Commission each year, to address issues in relation to the reasonable accommodations which can be made for children with narcolepsy taking state exams each year, in conjunction with the children's schools.
