Written Answers Nos. 363-381
363. Deputy Simon Harris asked the Minister for Education and Skills the current status of the policy advice on special needs education that he received from the National Council for Special Education; if an implementation or consultative group has been established to consider this report; the membership of this group; the timeline for it to carry out its work; and if he will make a statement on the matter. [38066/13]
View answerThe Deputy is referring to the comprehensive policy advice which was recently published by the National Council for Special Education (NCSE) on Supporting Students with Special Educational Needs in Schools, which is available at the website www.ncse.ie.
This report has recommended that under a new resource allocation model proposed by the NCSE in the report, children should be allocated additional resources in line with their level of need, rather than by disability category.
I have, as suggested by the Report, requested that the NCSE establish a Working Group to develop a proposal, for consideration, for a new model for the allocation of teaching supports for children with Special Educational Needs, based on the educational profile of a school.
Mr Eamonn Stack, who is the NCSE Chairperson and former Chief Inspector in my Department, has been appointed to chair this working group.
The full membership of the group is as follows: Eamon Stack (Chair) Chairperson, NCSE Áine Lynch CEO, National Parents CouncilMary Byrne (Sec) Head of Special Education, NCSE Katherine O'Leary Parent and Board Director, Inclusion Ireland.Don Mahon Assistant Chief Inspector, DES Anne English Principal, primary school Maureen Costello, Director, National Educational Psychological Service Antoinette Nic Gearailt Principal, post-primary schoolPeter Archer Director, Educational Research Centre, DrumcondraPat Kinsella NCSE Council memberBrian MacGiolla Phadraig Inspector, DES Eithne Fitzgerald Head of Policy and Research, NDA Council memberJames O'Grady NCSE Council memberMary McLoughlin Principal officer Department of Children and Youth AffairsThe group will brief me shortly on the progress of its work and will provide me with an update on a likely timeframe for the completion of its work in developing a proposal for a new allocation model for schools.
Officials at my Department, in conjunction with other Departments and agencies where relevant, are also carefully considering the other recommendations contained in this report.
364. Deputy Simon Harris asked the Minister for Education and Skills if he will provide an update on his Department's engagement with a school (details supplied) in County Wicklow in terms of finding a location for a new school building that is satisfactory to the school community; if his Department is considering any new location based on concerns expressed by the school community regarding the proposed site; the timeline for the delivery of this new school; and if he will make a statement on the matter. [38067/13]
View answerAs the Deputy is aware, officials in my Department have been working with the relevant local authority for some time to identify and acquire land for the delivery of school accommodation for the school referred to by him.
I can confirm that a meeting between my officials and representatives of the school's Board of Management took place in June and that there has been subsequent communication between the school and my Department. The Board of Management has expressed its views regarding its preferences as to the permanent location of the school and has submitted details of a possible site. This site was considered by my officials and officials of the local planning authority and discussions were held with a representative of the owner of the site. However, development of the site for a school building would be premature at this stage.
I can confirm, however, that agreement in principle has been reached with a landowner in relation to a suitable site elsewhere in the area. This site is intended as a campus to cater for both the school in question and another school in the area so that both schools can leave their current temporary locations and move to a permanent site.
The project to deliver the new school building for the school referred to by the Deputy is included in the 5 year School Building Programme and once the site has been secured, work on its delivery can progress.
371. Deputy Seán Kyne asked the Minister for Education and Skills in the context of procuring ICT equipment for learning, particularly regarding special needs education in mainstream schooling, if there are any plans to transition from the current arrangement of providing monetary amounts to individual teachers or heads of department to a centralised system whereby value could be maximised by negotiating directly with the various ITC companies. [38087/13]
View answerI wish to advise the Deputy that my Department's policy in relation to the provision of Assistive Technology support for pupils with Special Educational Needs is set out in DES Circular 0010/2013.
The Deputy will be aware that the National Council for Special Education (NCSE) recently published comprehensive policy advice on Supporting Students with Special Educational Needs in Schools, which is available on its website www.ncse.ie.
This advice recommended that the NCSE should establish a working group, with Assistive Technology expertise, to develop a national policy on standards for professional recommendations and to determine the supports required in an educational context and the best ongoing utilisation of these resources.
The future of the Assistive Technology scheme will therefore be considered in the context of the implementation of this recommendation.
In the interim, the NCSE has commissioned research on the usage of assistive technology/equipment in supporting the education of children with special needs in schools. The outcome of this research will support the considerations of the proposed working group, in relation to the future of the assistive technology scheme.
372. Deputy Seán Kyne asked the Minister for Education and Skills if he will report on the progress of the roll-out of the national literacy and numeracy strategy and in particular the interaction of the strategy with children attending Gaeltacht schools where the language of instruction is Irish and mirrors that of the language in daily use in the wider community. [38088/13]
View answerOver the period since the launch of the National Literacy and Numeracy Strategy in July 2011, there has been significant progress under many of the 41 actions and almost 180 sub-actions.
I have increased the time spent on literacy and numeracy at primary level and the revision of the English and Irish curricula is being prioritised in Junior Cycle Reform. Major changes are being made to initial teacher training and literacy and numeracy units are now in place in the National Teacher Induction Programme. School self-evaluation is being rolled out and I have introduced new requirements on standardised testing including the return of aggregate data to my Department. A national programme of professional development for primary and second level teachers is underway.
The Strategy acknowledges that learners in Irish schools experience language learning in both English and Irish throughout their school careers. It also recognises the range of linguistic settings in schools – English-medium schools, gaelscoileanna, gaelcholáistí and Gaeltacht schools. This diversity brings particular challenges for the teaching and learning of literacy.The literacy and numeracy strategy recognises that the learners in Irish-medium schools and settings have very varied learning needs and that they need to develop literacy skills in both Irish (as their first language or as the first language of the school) and in English.
In relation to the needs of Gaeltacht schools, a number of measures have been progressed under the Strategy.In the area of initial teacher education, work is underway in looking at entry requirements for initial teacher education including the standard of Irish required and the importance of the standard of Irish among both primary and post-primary teachers in regard to teaching Irish as a subject, using it as a means of communication in schools and using it as a medium of instruction. In relation to curriculum, work has begun on the recasting of the Junior Cycle Irish curriculum. A background paper is due to be published shortly by the National Council for Curriculum and Assessment. The new curriculum will be developed in line with the Strategy and should reflect the particular needs of students in Irish medium schools in the Gaeltacht. The NCCA is also working on the new integrated language curriculum for primary schools which will enable teachers to achieve learning efficiencies by explicitly drawing children's attention to similarities and differences between their languages.
374. Deputy Colm Keaveney asked the Minister for Education and Skills the measures he plans to take to reduce the percentage of primary school children attending classes of 30 or more pupils; and if he will make a statement on the matter. [38116/13]
View answer402. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding staffing levels at a school (details supplied) in County Kerry; and if he will make a statement on the matter. [38516/13]
View answerI propose to take Questions Nos. 374 and 402 together.
The context for any discussion about class sizes is that my Department, like all other Government Departments, is operating within a budgetary programme that is designed to return the Government finances to a sustainable basis.
My focus is on ensuring we have school places and teachers for all the additional pupils entering our schools each year. There is no scope to give any consideration to the provision of additional teachers in order to reduce class sizes.
Classroom teachers are currently allocated under the published Staffing Schedule on the basis of a general average of 1 teacher for every 28 pupils with lower thresholds for DEIS Band 1 schools. The configuration of classes and the deployment of classroom teachers are done at local school level. My Department's guidance to schools is that variations in class sizes should be kept to the minimum.
375. Deputy Barry Cowen asked the Minister for Education and Skills when a person (details supplied) in County Offaly may expect a decision on an application for student grant. [38236/13]
View answerOfficials in my Department have confirmed with Student Universal Support Ireland (SUSI) that the student referred to by the Deputy was issued with a letter on 29th August 2013 advising her that she was ineligible to receive a grant.
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.
376. Deputy Barry Cowen asked the Minister for Education and Skills when a person (details supplied) in County Offaly may expect a decision on an appeal for student grant. [38237/13]
View answerOfficials in my Department have confirmed with Student Universal Support Ireland (SUSI) that in the case of the student referred to by the Deputy, that following an appeal to the SUSI Appeals Officer, the decision of the awarding authority was upheld and a decision letter issued on 18th July, 2013.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. The relevant appeal form will be available on request from SUSI.
377. Deputy Barry Cowen asked the Minister for Education and Skills when a person (details supplied) in County Offaly may expect a decision on an appeal for student grant. [38238/13]
View answerOfficials in my Department have confirmed with Student Universal Support Ireland (SUSI) that in the case of the student referred to by the Deputy, her student grant application was appealed to the Appeals Officer in SUSI on 3rd September and the student will be notified directly by SUSI of the outcome.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.
378. Deputy Barry Cowen asked the Minister for Education and Skills when a person (details supplied) in County Offaly may expect a decision on an appeal for student grant. [38239/13]
View answerOfficials in my Department have confirmed with Student Universal Support Ireland (SUSI) that the student referred to by the Deputy has been requested on 8th September to provide additional information.
On that basis, the application will be re-assessed 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. The relevant appeal form will be available on request from SUSI.
379. Deputy Barry Cowen asked the Minister for Education and Skills when a person (details supplied) in County Offaly may expect a decision on an appeal for student grant. [38240/13]
View answerOfficials in my Department have confirmed with Student Universal Support Ireland (SUSI) that in the case of the student referred to by the Deputy, her student grant application was appealed to the appeals officer in SUSI on 28th August 2013 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. The relevant appeal form will be available on request from SUSI.
380. Deputy Barry Cowen asked the Minister for Education and Skills when a person (details supplied) in County Offaly may expect a decision on an appeal for student grant. [38241/13]
View answerOfficials in my Department have confirmed with Student Universal Support Ireland that the student referred to by the Deputy has been awarded a fees only grant and an award letter issued on 2nd 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.
