Dáil Éireann Debate, Tuesday - 22 October 2013
200. Deputy Maureen O'Sullivan asked the Minister for Education and Skills the number of deaf children at a primary and post-primary level, who are participating in mainstream integrated education; the number of deaf children who are attending specialist schools for the deaf at a primary and secondary level; and if he will make a statement on the matter. [44697/13]
View answerI wish to advise the Deputy that 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. The National Council for Special Education (NCSE) recently published comprehensive policy advice on Supporting Students with Special Educational Needs in Schools. This policy advice is available at www.ncse.ie. This publication provides details of the disabilities which qualify for low-incidence resource hours and also details the approximate number of number of students for whom low incidence resource teaching hours were allocated to schools for the academic year 2012-13. This report details the allocation for resource teaching hours by disability category, and shows that there were 1,110 pupils in mainstream education in receipt of low incidence resource hours with a disability categorisation of Deafness/hearing impairment during the 2012 - 2013 school year. This includes 693 pupils at primary level and 417 pupils at post primary level. There are also 16 special classes for children with hearing impairment attached to mainstream schools, with 10 special classes being attached to mainstream primary schools, and 6 special class at post-primary level. The pupil teacher ratio for special classes for children who are deaf of hard of hearing is 7-1, which equates to provision for approximately 112 children being supported in special classes in mainstream schools, though the numbers attending special classes may vary throughout the year, as pupils transition between special class and mainstream education. In addition, the report also indicates that for the 2012/13 school year, there were approximately 120 children enrolled in the three special schools for the deaf. It is clear, therefore, that the majority of pupils who are deaf or hard of hearing are therefore now being educated in mainstream schools, either in mainstream classes with additional supports, or in special classes attached to mainstream schools. Special Needs Assistant (SNA) support is provided in these schools and classes, as required. An enhanced capitation grant is also provided to the special schools and special classes for hearing impaired pupils. 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 preschool 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 preschool, primary and post-primary levels. Specifically, the service works in partnership with parents of preschool 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. Finally, I wish to advise that 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, bilingualism and sociolinguistics 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.
