Written Answers Nos. 70 - 79
70. Deputy Jack Wall asked the Minister for Education and Skills his views on a submission regarding a school (details supplied) in County Wicklow; the actions planned to address the serious issue for students; and if he will make a statement on the matter. [9976/14]
View answerChanges to the Post Primary School Transport Scheme mean that from the 2012/13 school year, eligibility for all children newly entering a post primary school is determined by reference to the distance they reside from their nearest Post-Primary Education Centre having regard, as heretofore, to ethos and language. In general, existing eligible and catchment boundary children including those who are not attending their nearest post primary centre retain their transport eligibility for the duration of their post primary education cycle provided there is no change to their current circumstances.
Siblings of these children and other children who are not eligible for school transport, may apply for transport on a concessionary basis in accordance with the terms of the Post Primary School Transport Scheme. Only children who are eligible for school transport and who hold valid medical cards (GMS Scheme) are exempt from paying the annual charge. The changes to the Post Primary School Transport Scheme are being applied equitably on a national basis. Safety of children travelling on the school transport services is of paramount importance to my Department and to Bus Éireann.
Bus Éireann which operates the school transport scheme on behalf of my Department is responsible for the planning and organising of school bus routes, including the designation of the pick-up and set down points to be used by their bus services. Bus Éireann reviews existing services over the summer months. Arising from this review, routes may be altered or extended depending on the number and location of eligible children who will be availing of school transport for the following school year. An eligible child for whom no transport service is available may, following an application for transport within the prescribed time limits, receive a Remote Area Grant (RAG) towards the cost of private transport arrangements.
71. Deputy Heather Humphreys asked the Minister for Education and Skills if he will examine a case (details supplied) in County Monaghan regarding an application for a special needs assistant; and if he will make a statement on the matter. [9737/14]
View answerI 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 Special Needs Assistants (SNAs) 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. The NCSE allocates a quantum of SNA support for each school annually taking into account the assessed care needs of children qualifying for SNA support. The deployment of SNAs within schools is then a matter for the individual Principal/Board of Management. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated. It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
The NCSE has published details of all of their allocations for resource teaching and SNA support for the 2013/2014 school year on their website www.ncse.ie, which detail the allocations made for each school on a per county basis. Schools can contact the NCSE if they have enrolled children who were not considered at the time that the revised SNA allocations were made to schools, or where they are seeking a revision to the quantum of SNA support which has been allocated to them. In general, a revision to SNA allocations will only be made in circumstances where schools have enrolled new pupils, or where schools can demonstrate that they do not have sufficient SNA posts to cater for the care needs of all of the qualifying children in their school.
The NCSE will shortly be inviting schools to make applications for SNA support for the coming 2014/15 school year and will consider applications for support for new pupils enrolling to schools. All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie. As the Deputy's question refers to an application for SNA support for an individual child, I have referred this question to the NCSE for their consideration and direct reply to the Deputy.
72. Deputy Jonathan O'Brien asked the Minister for Education and Skills the reason his Department feels that primary school teachers are qualified to work with preschool age groups in preschools attached to primary schools; and if he will make a statement on the matter. [9740/14]
View answerPrimary school teachers have been working with pre-school children since the mid 1990s when the early start programme was established in 40 primary schools as a preventative measure for children at risk of educational disadvantage. Primary teachers also work with pre-school children with autism in units attached to primary schools. The remit of the Home School Community Liaison Service (drawn in the main from the teaching profession) is to work with families with children from pre-school age up to school leaving age. As primary teachers are professional pedagogues, already working with pre-school children, I am not aware of any reason why they wouldn't be considered qualified to work in pre-schools that are attached to primary schools.
73. Deputy Jonathan O'Brien asked the Minister for Education and Skills the departmental circulars that govern the use of ABA-early intervention for education for children with ASD. [9741/14]
View answer74. Deputy Jonathan O'Brien asked the Minister for Education and Skills his views on the use of ABA teaching methods for children with autism; his plans to expand same; and if he will make a statement on the matter. [9742/14]
View answer77. Deputy Jonathan O'Brien asked the Minister for Education and Skills further to Parliamentary Question No. 125 of 27 June 2013, the names of the international experts referred to in his reply and titles of their research papers and documents used; and if he will make a statement on the matter. [9745/14]
View answerI propose to take Questions Nos. 73, 74 and 77 together.
The Deputy will be aware from the response to previous parliamentary questions including the one to which he refers that my Department's policy is to promote a child-centred approach to the education of all children with special educational needs including those with autism. The preferred approach is that children with autism are educated in school settings where children may have access to individualised education programmes (IEPs), fully-qualified professional teachers, special needs assistants, the appropriate school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with other pupils.
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). My Department supports the use of ABA and training is provided for teachers in its use. However, my Department does not accept, based on research, advice and best practice, that ABA should be the only approach used. While ABA helps to improve behaviour, other approaches, such as TEACCH and PECS are just as important in developing children's communication and speech skills. It is important that children have access to a range of approaches so that their broader needs can be met. There is no specific circular governing the use of 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 international experts on autism, including persons with expertise and qualifications in ABA. The various contributors who have informed this policy are too numerous to mention but the Deputy may wish to note that the Task Force for Autism Report is available on my Department's website and includes a detailed bibliography.
The Deputy will also be aware that I have asked the NCSE to provide policy advice specifically on the educational provision for children with autism spectrum disorders. The NCSE has advised that the policy advice will be delivered in the spring of 2015 and will draw upon findings gathered from an extensive consultation process which has already commenced. The advice will also draw upon new research commissioned by the NCSE for this purpose as well as any other research which may be available and which the NCSE considers merits consideration. It will be open to all interested parties to contribute to the consultation process for the policy advice and I expect that the NCSE final report will reflect the broadest possible range of views and provide recommendations which will assist the development of policy for future years.
75. Deputy Jonathan O'Brien asked the Minister for Education and Skills if he will provide details of the training available to teachers through the Special Education Support Service in teaching children with autism including ABA, TEACCH, and PECS; the length of these courses; the number of teachers who have applied for and the number who have participated in them during each of the past three years; and if he will make a statement on the matter. [9743/14]
View answer76. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of postgraduate programme places for teachers involved in learning support and special education; and the number of teachers who have availed of these places during each of the past three years. [9744/14]
View answerI propose to take Questions Nos. 75 and 76 together.
My Department provides for a comprehensive system of continuing professional development (CPD) for teachers in the area of special educational needs including teachers of children with Autism Spectrum Disorder (ASD). Central to this is the Special Education Support Service (SESS) which was established in September 2003. The brief of the SESS is to enhance the quality of learning and teaching of students with special educational needs through the provision of CPD and support for teachers in mainstream schools, primary and post-primary special schools, and special classes.
My Department has satisfied itself that research does not support the exclusive usage of any one approach as a basis for national educational provision for children with autism. It is for this reason that the preferred policy is for a child centred approach based on the individual child's needs. This approach is supported by ongoing monitoring of educational objectives to determine whether a child is benefiting from a particular intervention or range of interventions and to allow for appropriate adjustment to objectives and strategies. Reflective of the important role of CPD, my Department, through SESS, has put in place a training programme for teachers in autism-specific interventions including Treatment and Education of Autistic Communication Handicapped Children (TEACCH) and Picture Exchange Communications System (PECS).
Provision by SESS for CPD in relation to Applied Behaviour Analysis (ABA), within the learning and teaching context is as follows: (a) Contemporary Applied Behaviour Analysis (C-ABA) Course - this course provides an introduction to ABA for practising teachers in special education settings in Irish schools. The course teaches teachers the skills to 'design, implement and evaluate' interventions to change the behaviour of students in their care. This course does not purport to prepare teachers for any level of ABA-specific qualification. In terms of academic discipline this course presents behavioural concepts and principles through the educational lens. It is a course for teachers who are enabled to combine their educational qualifications and experiences, of which psychology is a central element, with concepts and principles of ABA for application in the learning and teaching of pupils with special educational needs including pupils with ASDs. It addresses the management of behaviour that interferes with children's learning and the provision of curricular experiences that are concerned with the holistic development of each child. This course is accredited within the context of the Post-Graduate Certificate/Diploma of Continuing Professional Development for Teachers working with Students with Special Educational Needs (Autism) by the National University of Ireland Galway (NUIG).
(b) Post-Graduate Diploma in Applied Behaviour Analysis - three fully-funded places per annum are made available to eligible teachers to pursue this Diploma in Trinity College, Dublin.(c) Applied Behaviour Analysis (on-line) Course - this is a 20-hour Applied Behaviour Analysis online course.(d) Visits from SESS Advisors (Behaviour) Team - the team provides for school visits, support and mentoring following attendance at the C-ABA course.Funding is also made available through the SESS support scheme enabling teachers to identify their own CPD needs and attend appropriate and relevant courses not provided directly by the SESS. The specific training and postgraduate programme detail requested by the Deputy is set out in the table. Please note that not all applicants will satisfy the eligibility criteria for course participation and-or funding.
|
Titles of Discrete Programme Elements SESS ASD Courses |
Time (Min) |
Applied 2011 |
Participated 2011 |
Applied 2012 |
Participated 2012 |
Applied 2013 |
Participated 2013 |
|
Understanding Autism (on-line) SESS funds the online courses required for modules 1 and 3 of the PGSEN(ASD) programme. |
20 hrs |
5 |
5 |
8 |
8 |
21 |
21 |
|
Applied Behaviour Analysis (on-line) SESS funds the online courses required for modules 1 and 3 of the PGSEN(ASD) programme |
20 hrs |
7 |
7 |
6 |
6 |
27 |
27 |
|
SESS - An Introduction to Autistic Spectrum Disorder |
24.5 hrs |
59 |
59 |
97 |
97 |
79 |
79 |
|
Sensory, Motor and Relationship Perspectives |
5 hrs |
151 |
115 |
295 |
287 |
199 |
199 |
|
Assessment: ABBLS,VB MAPP, PEP3.T-TAP |
24 hrs |
289 |
266 |
361 |
331 |
328 |
326 |
|
Individualised Planning for Pupils with ASDs |
5 hrs |
64 |
64 |
77 |
72 |
126 |
84 |
|
Accessing the Curriculum & Differentiation (Primary & Post-Prim.) |
5hrs |
119 |
115 |
110 |
110 |
123 |
122 |
|
ASD & Co-Morbidity |
5hrs |
72 |
72 |
135 |
126 |
97 |
97 |
|
PECS |
14 hrs |
31 |
31 |
59 |
59 |
69 |
69 |
|
Lámh |
5hrs |
45 |
30 |
96 |
82 |
91 |
82 |
|
TEACCH (2-day) |
14 hours |
430 |
430 |
521 |
521 |
354 |
348 |
|
TEACCH (5-Day) |
31 hrs |
332 |
101 |
343 |
128 |
250 |
101 |
|
Social Stories™ Training |
6hrs |
214 |
189 |
230 |
207 |
332 |
254 |
|
Floor-Time |
6hrs |
99 |
95 |
85 |
84 |
106 |
95 |
|
Language & Communication Development for Students with ASDs |
6hrs |
80 |
77 |
96 |
96 |
143 |
128 |
|
Intensive Interaction |
6hrs |
147 |
121 |
103 |
101 |
90 |
83 |
|
Social Skills training |
6hrs |
151 |
124 |
97 |
97 |
133 |
133 |
|
Contemporary Applied Behaviour Analysis (5 day) |
10 wks |
157 |
126 |
141 |
133 |
145 |
109 |
|
Physical Interventions – Managing Disruptive and Assaultive Behaviours |
20 hrs |
14 |
14 |
25 |
24 |
28 |
28 |
|
Middletown Centre for Autism |
5 hrs |
Not available |
Not available |
44 |
26 |
257 |
207 |
|
Post Graduate Course funded through SESS |
Time (Min) |
Applied 2011 |
Participated 2011 |
Applied 2012 |
Participated 2012 |
Applied 2013 |
Participated 2013 |
|
Post Graduate Course (ABA) in Trinity College Dublin |
1 Year P/T |
4 |
1 |
5 |
2 |
5 |
1 |
|
Post Graduate Programmes |
Time (Min) |
Applied 2011 |
Participated 2011 |
Applied 2012 |
Participated 2012 |
Applied 2013 |
Participated 2013 |
|
Post Graduate Certificate/Diploma SEN (ASD) St. Angela’s Sligo/SESS |
I or 2 Years P/T |
44 |
23 |
45 |
28 |
39 |
24 |
|
Post Graduate Certificate SEN (ASDs) St. Patrick’s College |
1 Year P/T |
42 |
17 |
41 |
18 |
46 |
16 |
|
Combined Post Graduate Diploma |
1 Year P/T |
655 |
282 |
529 |
291 |
488 |
273 |
78. Deputy Dessie Ellis asked the Minister for Education and Skills if his attention has been drawn to the fact that cuts recently introduced in the budget have resulted in the training allowance being removed which will impact severely on Traveller projects at St. Margaret's, Finglas, Dublin; and if he will make a statement on the matter. [9762/14]
View answer79. Deputy Dessie Ellis asked the Minister for Education and Skills the number of projects that will be lost and the number of participants who will lose their places due to cuts in the training allowance particularly those involved in Traveller projects; and if he will work to avoid these negative effects. [9763/14]
View answerI propose to take Questions Nos. 78 and 79 together.
The payment of an additional training allowance of €20 per week for the long term unemployed was introduced during a period of high employment levels as an incentive for the long term unemployed to participate in FÁS (now SOLAS), Youthreach and VTOS training and education courses. In the present economic situation this incentive is no longer considered appropriate and as part of Budget 2014 it was decided to cease this payment for participants commencing courses after 1 January 2014. This is a decision taken in the context of the overall savings this Department had to find for 2014 and future years. The implementation of this decision should not have any impact on the number of projects, including traveller projects, or places being provided in 2014.
