Written Answers Nos. 237-254
238. Deputy Thomas Pringle asked the Minister for Education and Skills if he will provide details of any research undertaken that informed the recommendation not to recognise Down's syndrome as a low-incidence disorder; and if he will make a statement on the matter. [54211/13]
View answerI wish to advise the Deputy that pupils with Down Syndrome attending mainstream schools may receive additional teaching support in primary schools, either under the terms of the General Allocation Model (GAM) of teaching supports, if the pupil's educational psychological assessment places the pupil in the mild general learning disability/high incidence disability category, or through an allocation of individual additional resource teaching hours which are allocated by the National Council for Special Education (NCSE), if the child is assessed as being within the low incidence category of special need, as defined by my Department's Circular Sp Ed 02/05.Pupils with Down Syndrome may therefore be allocated resources under the category of mild general learning disability, or under the categories of moderate general learning difficulty or Assessed Syndrome, in conjunction with another Low Incidence disability.
Regardless of the manner in which the resource hours are allocated to schools, resource teaching/learning support is available for all pupils with Down syndrome.
The National Council for Special Education (NCSE) has a formal role under the Education for Persons with Special Educational Needs (EPSEN) Act, 2004 in advising me in relation to any matter relating to the education of children and others with disabilities.
My Department requested that the NCSE consider the issue of whether Down Syndrome should be reclassified as a low incidence disability in all instances, regardless of assessed cognitive ability, in the context of its preparation of comprehensive advice on how the educational system supports children with special educational needs in schools.
The NCSE report on Supporting Children with Special Educational Needs in Schools has now been published and is available on the NCSE website www.ncse.ie. The report recommends that under the new resource allocation model proposed by the NCSE in its report, children should be allocated additional resources in line with their level of need, rather than by disability category.
The NCSE has recommended that in the short-term, pupils with Down Syndrome who are in the Mild General Learning Disability (Mild GLD) category should continue to be supported by schools' Learning Support allocation in the same way as other pupils with a Mild GLD.
The NCSE policy advice did not recommend that an exception should be made for children with Down Syndrome who are in the Mild GLD range, over other children who are in the mild range and who also may have other co-morbid conditions.
However, the NCSE report states that it is confident that the introduction of a new allocation model will overcome the difficulty posed by all children with mild general learning disabilities, including children with Down Syndrome, who have additional difficulties and who can be supported according to their level of need and in line with their learning plan process. In the meantime, schools are reminded that they can differentiate the level of learning support granted to ensure that available resources are used to support children in line with their needs.
The NCSE has established a Working Group to develop a proposal for consideration for a new Tailored Allocation Model, which is set out as one of the principal recommendations of the report. I understand that the Working Group will report its findings before the end of Spring 2014.
239. Deputy Michael Colreavy asked the Minister for Education and Skills the way a whole school evaluation could have been carried out at a school (details supplied) in County Sligo without reference to the pupil or parents of the pupil who has been taught at home for nearly four years because of unresolved difficulties between the school principal or management and the pupil. [54213/13]
View answerSince the Whole School Evaluation (WSE) process is designed to evaluate key aspects of the work of the school and to promote school improvement, the inspection team does not have a role in examining the experiences of particular students. The focus of the WSE is on the quality of teaching and learning and the quality of management and leadership. It identifies and affirms good practice in the school while providing clear recommendations for further development and improvement. The inspection team gathers its evidence from a variety of sources. These include observation of a wide range of lessons and meetings with members of the board of management, parents' representatives, a group of students including representatives of the student council, the principal and various staff members. Documentation submitted by the school is also reviewed.
In addition to meetings with representatives of the parents and students, detailed questionnaires are issued to a significant sample of parents and students in all whole-school evaluations. These enable parents and students communicate their views on certain aspects of the school's provision to the inspection team. This important information is taken into account in preparing the findings and the recommendations which are fed back to the school and published on the Department's website in the inspection report.
240. Deputy Joe Carey asked the Minister for Education and Skills if his Department is in possession of lands in Ennistymon, County Clare, to facilitate the provision of a post-primary schools amalgamation; and if he will make a statement on the matter. [54218/13]
View answerThe Department of Education & Skills has previously acquired significant lands in the Ennistymon area. However, in order to have a site suitable for the development of a building for the new amalgamated school, additional land is required.
The Congregation that owns existing school properties in Ennistymon has offered to transfer the properties concerned to the State as part of its offer made in response to the publication of the report of the Commission to Inquire into Child Abuse (the Ryan Report). The Government has agreed to accept this and a number of other properties offered by the Congregation.
The land in question, together with the lands already in the ownership of the Department, will be sufficient to meet the overall site requirements of the new school.
The Department through the Chief State Solicitor's Office is currently working with the Solicitors acting on behalf of the Congregation concerned on the legal procedures and mechanisms required to facilitate the transfer of this additional land.
When the transfer of the property has been completed, my Department will be in a position to further consider how this project could be progressed within the context of the available funding.
241. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills if there are any grants available in respect of a person (details supplied) in Dublin 10 who is currently studying full-time but receiving no grants and no travel allowance. [54220/13]
View answerOfficials in my Department have been informed by Student Universal Support Ireland (SUSI) that the student referred to by the Deputy was deemed ineligible for a grant as she stated on her application form that she was attending a further education course and in receipt of Back to Education Allowance.
If there is a change in this information the student should notify SUSI of the change at support@susi.ie.
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 Grants Appeals Board. The relevant appeal form is available to download from http://www.studentfinance.ie/downloads/1375344221/2013_SGAB_appeal_form.pdf.
242. Deputy Eoghan Murphy asked the Minister for Education and Skills the current policy on the use of catchment areas as a criterion for school enrolment; if schools are permitted to have an admission policy that does not include catchment area; and if he envisages that the new legislation on admissions will make catchment area a compulsory criterion in school admission policies, either ranked or not ranked. [54223/13]
View answerIt is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. In this regard a Board of Management may find it necessary to restrict enrolment to children from a particular area or a particular age group or on the basis of some other criterion. The criteria to be applied by schools in such circumstances are a matter for the schools themselves. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Under section 15 (2) (d) of the Education Act 1998, each school is legally obliged to publish its enrolment policy.
The Deputy will be aware that I have recently published a draft General Scheme for an Education (Admission to Schools) Bill, 2013 as well as draft regulations for discussion ahead of enacting legislation. These are available on my Department's website.
I have referred the draft proposals to the Oireachtas Joint Committee on Education and Social Protection, to allow a full public discussion of the proposed legislative framework, including inputs from parents, education partners and other stakeholders.
I will be reflecting carefully on the views expressed in the consultation process to ensure the legislation strikes the right balance between school autonomy and fairness in our education system.
243. Deputy Pat Breen asked the Minister for Education and Skills the reason a person (details supplied) in County Clare has not been facilitated with school transport; and if he will make a statement on the matter. [54235/13]
View answerUnder the terms of my Department's Primary School Transport Scheme children are eligible for transport where they reside not less than 3.2 kms from and are attending their nearest national school as determined by my Department/Bus Éireann.
In this regard Bus Éireann has advised that the family in question are not eligible for school transport as they are not attending their nearest national school. Bus Éireann has also confirmed that the school transport service which passes the family home is not operating into the school that the children attend.
Children who are not eligible for school transport may avail of transport on a concessionary basis subject to a number of conditions which are detailed in the scheme.The family should liaise with their local Bus Éireann office if they wish to avail of transport on a concessionary basis.
244. Deputy Damien English asked the Minister for Education and Skills the position regarding an application for a higher education grant in respect of a person (details supplied); the reason for the delay; and if he will make a statement on the matter. [54245/13]
View answerOfficials in my Department have been informed by Student Universal Support Ireland (SUSI) that in the case of the student referred to by the Deputy, further supporting documentation is required. When this information is received and considered, the student will be notified directly of the outcome.
245. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills when a school (details supplied) in County Offaly will proceed to public tender in view of the fact that planning permission has been granted; and if he will make a statement on the matter. [54271/13]
View answerThe school building project referred to by the Deputy is at an advanced stage of architectural planning, Stage 2(b) - Detailed Design. Planning permission has been received for the proposed scheme and the school's design team is preparing to lodge applications for the Fire Safety Certificate and the Disability Access Certificate. Once all three statutory approvals have been received, the design team will then complete the tender documents for the project and submit the stage 2(b) report to my Department for approval.
Due to competing demands on the Department's capital budget imposed by the need to prioritise the limited funding available for the provision of additional school accommodation to meet increasing demographic requirements it was not possible to include this project in the 5 year construction programme announced in March 2012.
School building projects, including the project referred to by the Deputy, which were previously initiated but not included in the current five year construction programme will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to the Department in the future.
246. Deputy Sean Fleming asked the Minister for Education and Skills the position regarding the site acquisition and proposals to enter the planning process for a school (details supplied) in County Kildare; and if he will make a statement on the matter. [54286/13]
View answerI wish to advise the Deputy that my officials have been working closely with officials from Kildare County Council in relation to acquiring a suitable site for the proposed new school building referred to by him. Agreement in principle, subject to contract, has been reached in relation to a suitable site and work is continuing to acquire the site. However, given the sensitivities associated with land acquisitions, I am not in a position to comment further on the proposed acquisition at this time.
247. Deputy Joanna Tuffy asked the Minister for Education and Skills the position regarding the requirement for accommodation at a school (details supplied) in County Dublin; and if he will make a statement on the matter. [54288/13]
View answerThe major building project for the schools referred to by the Deputy is at an early stage of architectural planning, stage 2(a) - Developed Sketch Design. On the satisfactory completion of stage 2a, and subject to no other issues arising, the project will progress to Stage 2(b) which includes applications for Planning Permission, Fire Safety Certification, Disability Access Certification and the preparation of tender documents.
Due to competing demands on the Department's capital budget imposed by the need to prioritise the limited funding available for the provision of additional school accommodation to meet increasing demographic requirements it was not possible to include this project in the 5 year construction programme announced in March 2012.
School building projects, including the project referred to by the Deputy, which were previously initiated but not included in the current five year construction programme will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to the Department in the future.
248. Deputy Joanna Tuffy asked the Minister for Education and Skills the position regarding the requirement for accommodation at a school (details supplied) in County Dublin; and if he will make a statement on the matter. [54293/13]
View answerThe procurement process to appoint an architectural design team for the major building project at the school referred to by the Deputy is under way. The appointment of the design team should be completed early in the New Year, at which point the architectural design phase of the project will commence with immediate effect.
250. Deputy Tom Fleming asked the Minister for Education and Skills the total number of higher education grant applications received by Student Universal Support Ireland for the 2013-14 college year; the number of grants that have been approved and finalised to date; the number still at processing stage in tabular form for each county; and if he will make a statement on the matter. [54348/13]
View answer253. Deputy Tom Fleming asked the Minister for Education and Skills the number of applicants for third level grants in County Kerry; the number of students that have been awarded grants and college fees to date; the number that were refused; the number that are still being processed; the number of students who sought an appeal in County Kerry; the number that have been awarded; the number that have been refused; the number of students that have been requested to supply further information; and if he will make a statement on the matter. [54359/13]
View answerI propose to take Questions Nos. 250 and 253 together.
I am informed by Student Universal Support Ireland (SUSI) that SUSI had awarded over 55,000 students as at close of business on 11th December, 2013. SUSI has given final decisions on all completed applications received including 10,000 late applications which were received up until the final closing date of 20th November, 2013.
The remaining students with outstanding documentation are being requested to return their documentation as soon as possible so that assessment of their applications can be completed. As at close of business on 11th December 2013, for the 2013/14 academic year SUSI is awaiting supporting documentation from 8,868 new applicants and 620 renewal applicantsData is not yet available from SUSI on a county and county basis in the format requested by the Deputy.
251. Deputy Tom Fleming asked the Minister for Education and Skills due to the fact that in 2012 some 20% of all jobs advertised were information technology based and that currently over 4,000 jobs available in IT sector are not being filled because of severely limited supply of suitably skilled applicants and a recent study based on a survey of 38 IT multinationals and small and medium enterprises, which found that many of the vacancies are at intermediate skills levels and could be filled after training programmes of six to 24 months' duration, if he will take action to address this anomaly and ensure that Irish jobseekers fill these positions; and if he will make a statement on the matter. [54349/13]
View answer252. Deputy Tom Fleming asked the Minister for Education and Skills his views on revelations by the National Skills Bulletin 2013, produced by the expert group on future skills, which revealed a persistence of skills shortages in areas of information and communications technology, high technology, manufacturing, agri-food sales, marketing, business finance and health care; his plans to address these deficiencies in education and training in the short to medium term; and if he will make a statement on the matter. [54352/13]
View answerI propose to take Questions Nos. 251 and 252 together.
The Expert Group on Future Skills Needs, which is funded by my Department, plays a key role in advising on future enterprise skills needs and any emerging gaps. As well as providing a valuable input to education policy and the development of course curricula by individual institutions, EGFSN research also provides the basis for the selection of programmes for the new targeted reskilling interventions Springboard, Momentum and the ICT skills conversion programme.The Springboard programme provides flexible reskilling opportunities at higher education levels for unemployed and previously self-employed people in areas of emerging skills needs. More than 15,000 places in areas such as ICT, Manufacturing and International Financial Services have been provided under the three rounds of the programme that have issued to date.
The Momentum programme, which is co-financed by the European Social Fund, is providing 6,500 education and training interventions in 2013 in areas where vacancies exist for the long term unemployed and young people.
In addition, the joint Government-Industry ICT Action Plan, which was published in 2012, was developed as a direct response to identified ICT skills shortages and contains a comprehensive range of measures to build the domestic supply of ICT graduates, including through the roll out of the ICT graduate skills conversion programmes, designed and delivered in partnership with industry. Almost 1,500 places have been provided for jobseekers under two rounds of the conversion programmes that issued since 2012. The actions and targets in the 2012 Action Plan are currently being reviewed with a view to publishing a revised Plan in early 2014. The review is being jointly led by the Department of Education and Skills and the Department of Jobs Enterprise and Innovation and will be informed by the EGFSN report on ICT skills demand which was published in November.
Meeting the requirements of enterprise is a high priority for the higher education system and the wide ranging programme of reform which is being rolled out across all levels of the education system seeks to further improve the ongoing supply of high quality skills for the workforce. One of the core objectives under the new Performance Framework for the higher education system is meeting Ireland's human capital needs across the spectrum of skills areas through both core funding and specifically targeted initiatives. The creation of the new further education and training authority, SOLAS, will also ensure an increased focus on the evolving skills requirements of industry.
254. Deputy Billy Timmins asked the Minister for Education and Skills the instruction given to the two new secondary schools in Greystones due to be built and under the patronage of the Church of Ireland and Educate Together with respect to enrolment; and if he will make a statement on the matter. [54377/13]
View answerThe new post-primary school opening in Greystones in 2014 will operate under the patronage of the Church of Ireland. The new post-primary school under Educate Together patronage is planned to open in 2016. While this school will serve the north Wicklow area, its location has not yet been decided as this will depend on site availability.
When applying for patronage of new post-primary schools, prospective patrons must agree that priority will be given to children from the area that the school is intended to serve. This area is identified by the Department. Individual enrolment policies must reflect this priority.
It is also the responsibility of the managerial authorities of schools to implement enrolment policies in accordance with the terms of the Education Act, 1998. The pupil selection process and the enrolment policy on which this is based must be non-discriminatory and must be applied fairly in respect of all applicants.
