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Thursday, 27 Jun 2013

Written Answers Nos. 114 - 125

Special Educational Needs Staffing

Questions (114)

Niall Collins

Question:

114. Deputy Niall Collins asked the Minister for Education and Skills the reason the National Council for Special Education took three months from the March closing date for applications in respect of special needs assistants to announce its decisions; if he appreciates the widespread concern being expressed; and if he will make a statement on the matter. [31246/13]

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Written answers

I 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. 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 then proceeded to process these applications in order to ensure that schools would 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. As the NCSE allocates resources to schools to support over 30,000 pupils annually, some time is required to process all of the applications which are received each year, in advance of notifying schools of their allocations. The NCSE was also required to consider an unprecedented surge in demand for resource teaching support this year.

I can assure the Deputy that this process has been done as expeditiously as possible by the NCSE to allow schools and principals sufficient time to plan for the coming school year. The NCSE initially published details of the allocations for SNAs and resource teaching hours for the 2013/2014 school year on Wednesday 19th June. The Deputy will be aware that on 25th June, I advised that I have now authorised the NCSE to retain the level of resource teaching allocations which can be provided for students with special educational needs to the 2012/13 levels. This will mean that there will not now be any reduction to resource teaching time for children over the level which applied last year. The NCSE will publish revised details of the Resource Teaching allocations for all schools, based on existing allocation levels, on the NCSE website www.ncse.ie and will also advise schools of their revised allocations. In the longer term, it is proposed to develop new allocations system to improve how we provide our allocations to schools. I have requested the NCSE to establish a Working Group to develop a proposal, for consideration, for a tailored allocation model, which will underpin a new allocation system for teaching supports for children with Special Educational Needs based on the profiled educational needs of children in schools.

Question No. 115 answered with Question No. 112.

Student Grant Scheme Appeals

Questions (116)

Bernard Durkan

Question:

116. Deputy Bernard J. Durkan asked the Minister for Education and Skills the position regarding an appeal of an application for higher education grant in respect of a person (details supplied) in County Kildare whose examination results are currently being withheld due to the pending appeal; and if he will make a statement on the matter. [31265/13]

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Written answers

Officials in my Department have confirmed with Student Universal Support Ireland that in the case of the student referred to by the Deputy, his student grant application was appealed to the appeals officer in SUSI on the 18th of June 2013. On that basis, the application is currently being reviewed and the student will be notified directly by SUSI of the outcome. Where an appeal is turned down in writing by SUSI and the applicant remains of the view that the scheme has not been interpreted correctly in his or her case, an appeal form outlining the position may be submitted by the applicant to the independent Student Grants Appeals Board.

Special Educational Needs Staffing

Questions (117)

Seán Ó Fearghaíl

Question:

117. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills if he will provide in tabular form a breakdown by county of the number of learning support teachers posts; the number of resource teacher posts, the number of special needs assistants, the number of pupils requiring special needs support at primary level, the number of pupils requiring special needs support at second level, the number of special classes in mainstream schools and the number of pupils in each; and if he will make a statement on the matter. [31269/13]

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Written answers

I 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 primary and post primary schools for special educational needs supports including resource teaching and Special Needs Assistant (SNA) support as well as 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 resource teaching and SNA allocations which have been made to schools by the NCSE for the 2012/2013 and 2013/14 school years are available on the NCSE website www.ncse.ie and can be viewed on a per county basis. Details of special classes attached to mainstream schools at primary and post primary level on a county by county basis are also available on the NCSE website. Details of any new special classes which will be opened for the coming school year will also be detailed on the NCSE website once this has been finalised. I wish to explain to the Deputy that pupil numbers vary in Special Classes on the basis of the disability categorisation of the special class, which ranges from a 6:1 to 11:1 pupil teacher ratio. It is not possible to provide an actual figure for enrolment levels in special classes, as class numbers can fluctuate throughout the school year as pupils enrol and leave special classes, while in some cases some pupils are partially integrated between special and mainstream classes. I wish to advise the Deputy also that, since September 2012, the combined resources available for learning support (General Allocation Model at Primary) and language support at both primary and second level have been merged into a single simplified allocation process. Details of these allocations have been published by my Department on a county basis, available at http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0013_2013_appendix_C.pdf. Regarding the number of pupils requiring additional support at Primary and Post Primary levels, I wish to advise the Deputy that mainstream primary schools have been allocated additional teaching resources under the General Allocation Model (GAM) to cater for children with high incidence special educational needs, including mild and borderline mild general learning difficulties. It is a matter for school authorities to determine how these hours are utilised to support eligible pupils. Similar autonomy applies in Post Primary schools in relation to additional teaching allocations in respect of pupils with high incidence special educational needs. My Department therefore does not hold details of the number of pupils being supported through these mechanisms.

I can advise the Deputy, however, that the NCSE has recently published comprehensive policy advice on Supporting Students Special Educational Needs in Schools, which contains detailed information regarding the number of pupils with special educational needs being supported in schools, and the number of pupils in receipt of additional supports by disability category. This report is available at www.ncse.ie.

Special Educational Needs Services Provision

Questions (118)

Brendan Griffin

Question:

118. Deputy Brendan Griffin asked the Minister for Education and Skills if the maximum 40 hours of home-based July provision will be provided to persons (details supplied) in a family in County Kerry; and if he will make a statement on the matter. [31280/13]

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Written answers

The Deputy will be aware that the July Education Programme is available to all special schools and mainstream primary schools with special classes catering for children with autism that choose to extend their education services through the month of July. My Department also provides for a July Programme for pupils with a severe/profound general learning disability. Where school based provision is not feasible, home based provision may be grant aided. The allocation of home-based provision to siblings for July Provision is reflective of the school grouping principle. This is where one teacher is allocated to a class of six pupils at the appropriate educational level, primary or post primary. Accordingly it is considered appropriate, as in a school situation, that a tutor can provide tuition at the appropriate educational level to more than one sibling at that level simultaneously in the home. The school grouping principle does not purport to replicate or mirror all aspects of school based provision. The age or ability of siblings is reflected in their education level as determined by education and health professionals. In general, where a child is receiving their education in a class setting with other children of mixed age and ability, this should carry through to their July Provision. However, in recognition of the differing needs of some siblings, separate allocations will be considered on a case by case basis. Applications in this regard will require supporting documentation including professional reports from a psychologist or a letter from the principal of the school detailing the existing arrangements currently in place for the respective children and providing reasons why they cannot be tutored together in the home. The combined allocation for the siblings referred to by the Deputy can be reviewed if the aforementioned documentation is submitted to support the need for separate allocations.

FÁS Local Training Initiatives Places

Questions (119)

Brendan Griffin

Question:

119. Deputy Brendan Griffin asked the Minister for Education and Skills if more Solas places for Java training in County Kerry will be provided; and if he will make a statement on the matter. [31287/13]

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Written answers

This is an operational matter for FÁS. I am informed that FÁS began running the full Java Programmer Course in the Tralee Training Centre in 2012. The first Course started on 14th May 2012 with a capacity of 20 places and finished in February 2013. A second Java Programmer Course with a capacity of 20 places started in January 2013 and is due to finish in October 2013. In addition a new course is scheduled to start in October 2013 with a capacity of 20 places.

I also understand from FÁS that, at present, these 40 places per annum on the Java Programmer Course are meeting the demands in Kerry of both clients and employers. The matter will be kept under review and when the course is further established in Kerry, FÁS will look at increasing the number of training places if the demand is there.

Student Grant Scheme Representations

Questions (120)

Michael Healy-Rae

Question:

120. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on correspondence (details supplied) regarding student grants; and if he will make a statement on the matter. [31292/13]

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Written answers

The aim of the student maintenance grant scheme has always been to make a contribution to the cost of going to college; covering the full cost has never been a feasible option. As the Deputy will be aware, the reality of our economic situation presents significant challenges that have to be reconciled with limitations on public resources. This is a very stark reality, which, unfortunately, means that changes to any public service, including the student grant scheme, cannot be ruled out.

I empathise with students and I am very conscious of the fundamental role played by the student grant scheme in supporting families who are putting their children through further and higher education. However, the state of the public finances is such that tough decisions had to be made to control public expenditure and to ensure sustainability in the long run.

For this reason it is the responsibility of Government to take into consideration all areas of public services when formulating Budget 2014. Ultimately, our budgetary decisions now will play a major part in creating a sustainable economy and in regaining our economic independence. As the Deputy will be aware, all proposals made in relation to education expenditure, including changes to student grants, will be considered in the context of the Budget 2014.

Student Assistance Fund

Questions (121)

Michael Healy-Rae

Question:

121. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on correspondence (details supplied) regarding the student assistance fund; and if he will make a statement on the matter. [31293/13]

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Written answers

The Student Assistance Fund is a component of the Third Level Access Measure which is managed on behalf of my Department by the Higher Education Authority. The Fund is administered on a local basis by participating higher education institutions and targets those students most in-need. The Fund has increased substantially in recent years, from €5m in 2010-11 to a core allocation of €8m in the most recent academic year (2012-13). During the year, the Higher Education Authority closely monitored local demand for the Fund around the country. Data collected from participating institutions showed a very substantial increase in demand for the Fund compared with the previous year, the outcome of which was a decision by my Department to allocate an additional €3m for 2012-13 as an exceptional measure, bringing the total allocation for the year to €11m. The Third Level Access Measure also provides for the Fund for Students with Disabilities. A decision will be taken by the HEA in due course in relation to the overall amounts to be allocated under each of the Funds for the forthcoming academic year. Notification to higher education institutions administering the Student Assistance Fund will take place as soon as possible thereafter to support forward planning by those institutions. The HEA will continue to consult with participating institutions on demand for the SAF at local level. The Deputy will appreciate that as the preparation of the Estimates for any Budget, including Budget 2014, is carried out on a strictly confidential basis, it would not be appropriate for me to comment on specific issues or proposals, including those relating to the Student Assistance Fund, in advance of the Budget announcement.

Back to Education Allowance Eligibility

Questions (122)

Bernard Durkan

Question:

122. Deputy Bernard J. Durkan asked the Minister for Education and Skills the funding options available to a person (details supplied) in County Kildare who wishes to pursue a level 7 course and who is in receipt of jobseeker's allowance; and if he will make a statement on the matter. [31307/13]

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Written answers

The student referred to by the Deputy is in receipt of jobseeker's allowance. If he pursues a course in the 2013/2014 academic year he may be entitled to the Back to Education Allowance (BTEA). Eligibility for the BTEA and associated payments is determined and administered by the Department for Social Protection. Students who qualify for the BTEA may be considered for support for the student contribution under the student grant scheme provided they satisfy the conditions of the relevant Student Grant Scheme and Student Support Regulations including those relating to residence, nationality, approved course, previous academic attainment and means.

To determine eligibility for the 2013/14 academic year the student referred to by the Deputy should submit a fully completed online grant application to Student Universal Support Ireland (SUSI) via www.susi.ie in respect of the cost of the student contribution and, where applicable, tuition fees. Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise, due to their financial circumstances, be unable to continue their third level studies. Information on the fund is available through the Access Officer in the third level institution attended. The fund is administered on a confidential, discretionary basis. In addition to the student grant, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from the Revenue Commissioners on www.revenue .ie.

Special Educational Needs Services Provision

Questions (123)

Brendan Griffin

Question:

123. Deputy Brendan Griffin asked the Minister for Education and Skills the guidelines that exist in relation to the time it takes for the preparation and implementation of individual education plans at the beginning of the academic year; and if he will make a statement on the matter. [31328/13]

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Written answers

I wish to advise the Deputy that the provision of individual plans for children with special needs is recognised as an important feature of good educational practice. Schools are encouraged to use IEPs through policy guidance, support, training and inspection. The advice of my Department's Inspectorate is that the majority of schools are now using some form of individual education planning for children with special needs. The National Council for Special Education (NCSE) has published guidelines on the IEP process and a copy issued to all primary and post primary schools at the commencement of the 2006/2007 school year. These guidelines provide advice and assistance to schools, teachers and parents on devising and implementing individual education plans and are available on the NCSE's website www.ncse.ie. In addition, schools have been provided with guidance on the IEP process in a number of National Educational Psychology Service (NEPS) publications regarding the continuum model including 'A Continuum of Support for Primary Schools - Guidelines for Teachers', which has been circulated to all schools. The Department's Learning Support Guidelines recommend that an Individual profile and Learning Programme should be devised for all children who are receiving supplementary teaching from the learning-support teacher. Training has been provided to primary and post primary schools by the Special Education Support Services (SESS) in relation to individual education plans. My Department's Inspectorate produced 'Inclusion of Students with Special Educational Needs: Post-Primary Guidelines' in 2007 which provides advice and guidance to schools on the organisation and co-ordination of resources to maximise the support to each individual student, including guidance on the IEP process. All primary and post primary schools also have access to support and guidance from the National Educational Psychological Services (NEPS) which can provide additional guidance for schools on the preparation of IEP plans.

Third Level Partnerships

Questions (124)

Andrew Doyle

Question:

124. Deputy Andrew Doyle asked the Minister for Education and Skills if he will provide details of the recent signing of a memorandum of understanding on a research and student exchange agreement in Dublin between the University of Maryland and University College Dublin; and if he will make a statement on the matter. [31332/13]

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Written answers

The position is that higher education institutions, including universities such as UCD, are autonomous bodies and their day to day operational affairs including issues such as the signing of a Memorandum of Understanding (MOU) with the University of Maryland are the responsibility of the management authority and governing body of the University. However I have been advised that UCD and the University of Maryland are at an advanced stage of finalising an MOU stating the intention of the institutions to collaborate across a range of potential areas including student exchange and collaborative research.

I also understand that the universities are in the process of finalising a specific Memoranda of Agreement (MOA) covering the terms under which the two institutions will exchange students. An initial signing ceremony for both documents took place in Dublin on 20th June 2013.

Special Educational Needs Services Provision

Questions (125)

Clare Daly

Question:

125. Deputy Clare Daly asked the Minister for Education and Skills if he or any of his officials attended a recent cross-party briefing on the subject of his Department's policy with regard to applied behaviour analysis and autism by internationally recognised experts; if he will respond to the criticisms outlined at that briefing; if he will state if and when he plans to accept the invitation provided by the Psychology Society of Ireland's division of behaviour analysis to meet with him to provide him and his officials with a more accurate understanding of ABA. [31334/13]

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Written answers

The Deputy will be aware that my Department's policy is to promote a child-centred approach to education of all children with special educational needs including those with autism. As each child with autism is unique they should have access to a range of different approaches to meet their individual needs. This facilitates access to individualised education programmes, fully qualified professional teachers who may draw from a range of autism-specific interventions, including Applied Behaviour Analysis (ABA), Treatment and Education of Autistic Communication Handicapped Children (TEACCH) and Picture Exchange Communications System (PECS). The Deputy will also be aware that each child's identified needs should determine the teaching approach and methodology that is to be used. As children differ significantly from one another and as children's needs vary and change over time, it is not possible to impose a method or approach that will work for all children with autism. The research evidence is clear that no matter what exclusive approach is followed, its success is limited. Different approaches have been applied successfully with different children, and each approach has been shown to have limitations. This is why my Department does not establish schools to follow an exclusive approach including ABA. My Department's child-centred policy is based on advice received from NEPS; the Inspectorate and the report of the Irish Task Force on Autism and takes full account of advice from a range of experts on autism, including persons with expertise and qualifications in ABA. Advice was sought from international experts on research provided by the IAA and other research on educational interventions for children with autistic spectrum disorders and the advice concluded that research does not support the exclusive usage of ABA or indeed the exclusive use of any other approach, as a basis for national educational provision for children with autism. It is for this reason that my Department's preferred policy is for a child-centred approach where the approach to be taken is based on the individual child's needs. My Department remains willing to review and consider any further research as and when it becomes available and my officials are conscious of the need to adapt existing policies and to develop new policies as new research or learning becomes available. The Department officials who attended the recent briefing referred to by the Deputy have also obtained copies of each of the presentations made by the 3 speakers. I understand the presentations were most informative of the merits and advantages of the ABA model. I am also aware that the presentation was attended by representatives of the National Council for Special Education. 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. A feature of the preparation of this impartial advice will involve the NCSE consulting widely with parents, professionals and other stakeholders and interested parties. As the NCSE were present at the presentations, I would expect that the information presented upon will be of interest in the context of the preparation of the policy advice. The NCSE has 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. My officials are not aware of a recent invitation from the Psychology Society of Ireland's Division of Behaviour Analysis to meet with them to provide a more accurate understanding of ABA.

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