Dáil Éireann Debate, Wednesday - 18 September 2013
381. Deputy Nicky McFadden asked the Minister for Education and Skills if he has considered the policy recommendations set out by the National Council for Special Education in its Policy Advice Paper on the Education of Deaf and Hard of Hearing Children in Ireland, November 2011; how many of the main recommendations relating to early intervention and school age years have been adopted; and if he will make a statement on the matter. [38275/13]
View answerI wish to advise the Deputy that a number of the recommendations contained in the National Council for Special Education (NCSE) policy advice on the Education of Deaf and Hard of Hearing Children in Ireland report, in relation to early intervention and school age years education have been implemented, or are currently in the process of being implemented. This includes recommendations in relation to the rolling out of a Universal Newborn Hearing Screening Programme, the provision of information to parents in relation to services available to children with hearing impairment, the provision of Irish Sign Language support for children and their families, and with regard to the establishment of new special classes for children who are deaf or hard of hard of hearing.
The Departments of Health and Education along with the Health Service Executive and the Visiting Teachers for the Hearing Impaired have also developed and agreed new co-operative working structures, as has been recommended by this report.
The NCSE has opened one new such special class for Deaf/hard of hearing children for the 2013/14 school year and will continue to open such classes, as necessary. This brings the total number of special classes for children with hearing impairment to 16 special classes with 10 special classes being attached to mainstream primary schools, with 6 special class at post-primary level. There are also 3 special schools for children with hearing impairment.
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 my Department will continue to consider and implement the recommendations of this report, in conjunction with other Departments and agencies where necessary, and subject to the availability of resources.
