Written Answers Nos. 241-262
241. Deputy Paul J. Connaughton asked the Minister for Education and Skills if arrears of a remote area grant will be granted in respect of a person (details supplied) in County Galway; and if he will make a statement on the matter. [17634/14]
View answerThe Deputy will be aware that children who are eligible for school transport but for whom no service is available may, following an application process for transport within the prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements.
Grants are only considered for the school year for which an application for school transport is received. In this regard, School Transport Section of my Department will be writing directly to the family in question over the next few weeks.
242. Deputy Sean Fleming asked the Minister for Education and Skills if the special needs assistants in primary schools engage in job-sharing and the minimum and maximum hours each job-sharer can share in a special needs assistant post in schools; and if he will make a statement on the matter. [17698/14]
View answerThere is no agreed Departmental circular or scheme which allows job-sharing for Special Needs Assistants. The Unions representing Special Needs Assistants (IMPACT and SIPTU) requested the introduction of a formal job-sharing scheme for Special Needs Assistants (SNAs) and following a number of meetings between the parties, including facilitation by the LRC, officials in my Department provided the Unions with a proposal for a job-sharing scheme for SNAs on 23 October 2013.
Subsequent to this, Departmental officials met with officials from IMPACT and SIPTU on 11 November 2013. The Unions indicated a difficulty with one aspect of this proposed scheme and this specific issue was referred to the Labour Court. The Labour Court issued a recommendation on 12 March 2014 that the parties should further explore matters in conciliation under the auspices of the LRC.
Given the fact that this matter is still the subject of an ongoing Industrial Relations process I will not be making any further comment.
243. Deputy Denis Naughten asked the Minister for Education and Skills the grant assistance available to post-primary schools to address heat loss and energy consumption; and if he will make a statement on the matter. [17711/14]
View answerAs the Deputy will be aware, Ireland's second National Energy Efficiency Action plan (NEEAP) was published by the Minister for Communications, Energy and Natural Resources in 2013. The Department of Communications, Energy and Natural Resources (DCENR) has responsibility for overall implementation of the plan and chairs the Cross-Departmental group tasked with ensuring that all the actions contained in the plan are delivered.
In terms of energy efficiency in educational buildings, for the past fifteen years the Planning and Building Unit of my Department have been using a process called the DART approach to develop sustainability and energy efficiency. This acronym focuses on four key areas, namely; Design, Awareness, Research and Technology. The policy is informed by the Building Unit Professional and Technical staff, driven by its technical guidance documents and updated by continued energy research and development.
My Department is at the forefront of design with respect to sustainable energy efficiency (including water conservation and efficiency) in school buildings and this performance has been recognised at both national and international level with sustainable energy awards for excellence in Design and Specification.
In conjunction with Sustainable Energy Authority of Ireland (SEAI), my Department has developed an "Energy in Education" website www.energyineducation.ie which I launched in October 2012. The website is designed to help school boards of management, principals, teachers, administrators, caretaking staff, pupils and parents to improve energy use practices and to reduce school operating costs along with helping to protect the environment for future generations.
The principles of NEEAP supports the energy efficiency programme and approach of the Department of Education & Skills both in new build and with existing schools that saw significant investment through the Energy Efficiency Insulation Scheme 2009, the Water Conservation Scheme 2010 and the Summer works schemes. It is also open to schools to use their Minor Works Grant to address energy efficiency projects.
DCENR and SEAI have responsibility to collate all energy consumption data for the public sector and are presently testing the system that will facilitate this. The data obtained from this process will help formulate energy upgrades to existing building stocks. In parallel with this DCENR and SEAI have set up a National Energy Services Framework to facilitate the development of an energy performance contracting (EPC) model for the upgrade of existing buildings; it is envisaged that this process will help identify the proposed models for delivery relating to schools.
244. Deputy Charlie McConalogue asked the Minister for Education and Skills if he will provide in tabular form the number of legacy posts which have been lost as a result of changes made in budget 2012; the years in which the posts were lost; the names of the schools which lost a legacy post together with the DEIS status of the school from which the post was lost; and if he will make a statement on the matter. [17719/14]
View answerBudget 2012 provided for the phased withdrawal of approximately 428 posts allocated to some schools under disadvantage programmes prior to the introduction of DEIS in 2005. These posts were in 173 DEIS Band 1 and Band 2 Schools, 163 post primary schools, 16 rural DEIS schools and 17 non DEIS schools.Due to conflicting reports of posts being lost in these schools, my Department produced a report on the impact of the withdrawal of these legacy posts from Band 1 and Band 2 Schools. Following the Government's decision of 21 February 2012 in the matter, a number of schools continued to retain disadvantaged legacy posts from previous disadvantage schemes on a year to year basis and only where warranted, based on the enrolment of the previous 30th September.
The criteria used for the allocation of teachers to primary schools is published annually on the website of the Department of Education and Skills. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing arrangements for the 2014/15 school year (Circular 0007/2014) were published in January of this year.
A range of factors contribute to determining the staffing requirement for individual schools including changes to enrolment and the reforms to the teacher allocation process introduced in 2012. As the teaching allocation to schools, including disadvantage legacy posts, are enrolment based, this determines whether schools gain or lose posts from year to year. The individual schemes such as Breaking the Cycle, Giving children an Even Break and the Disadvantage Areas Scheme no longer operate.
Some schools seemed to be under the impression that the Government decision of February 2012 in relation to legacy posts, implied that they would retain legacy posts, regardless of changes in enrolment. I wish to clarify that legacy posts are retained in schools from year to year, only where warranted, based on the enrolment of the previous 30th September.
I will arrange for the detailed information sought by the Deputy to be forwarded directly him.
245. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills if his attention has been drawn to the impact of a change in school uniform policy on a number of clothing manufacturers in the Monasterevin area directly employing 94 persons; if any similar issues in other parts of the country have been brought to his attention; if he feels the possible impact on local employment should be a factor in policy making on this issue; and if he will make a statement on the matter. [17722/14]
View answerI wish to advise the Deputy that the school uniform policy is a matter for each individual school and not my Department. My initiative late last year was aimed at strengthening the role of parents in how schools decide their policies on uniforms.
I recently met with representatives from the area in question along with representatives from the Irish Small and Medium Enterprise Association (ISME) and listened to their concerns.
It would seem prudent for manufacturing companies or retailers who have a stake in this area, to engage in debate within those local communities, where the decisions of parents will be made.
246. Deputy Charlie McConalogue asked the Minister for Education and Skills with reference to a reply to a parliamentary question dated 7 March 2014 (details supplied), if he considers the support provided in second level schools by a professionally qualified guidance counsellor to all students, as set out in section 9(c) of the Education Act 1998, to be valuable but not in any way a requirement to effectively deliver on his Department's policy; and if he will make a statement on the matter. [17746/14]
View answerSection 9(c) of the Education Act requires schools to use their available resources to ensure that students have access to appropriate guidance to assist them in their educational and career choices. Since September 2012 guidance provision is now provided from within the overall staffing allocation of the school. This gives schools greater autonomy to determine how they deploy their teaching resources across the competing needs of the school. Guidance and counselling is a whole school responsibility with guidance counsellors playing their part within an overall team approach.
The representative organisations for School Principals and school management developed a framework that assists schools on how best to manage the provision of guidance from within their staffing allocation. Wherever possible, group work and class based activity should be used to maximise the amount of time available for those pupils that are in most need of one to one support.
I am confident schools act in the best interests of students when determining how best to use the teaching resources available to them.
247. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to Parliamentary Question No. 97 of 2 April 2014, in view of his response that he was satisfied the special education support service, SESS, is making appropriate provision to support teachers and schools in this area, if he will provide details of the person who specifically gave him the advice that satisfied him about this situation, whereby it is the teacher who decides whether to undergo training in ABA; if his attention has been drawn to the fact the ABA courses run by the SESS are of only five days' duration; if he will confirm his Department has not issued a circular on the use of ABA within autism spectrum disorder, ASD, units and that there is no external supervision of the use of ABA within ASD units by an appropriately qualified board certified behaviour analyst, BCBA; and if his attention has been drawn to his officials not having consulted the division of behaviour analysis about the use and supervision of ABA within ASD units. [17765/14]
View answerUnder the Teaching Council Act 2001, the Teaching Council is the body with statutory regulatory authority for the professional registration of teachers. The Council sets standards of entry to the profession and accredits initial teacher education programmes. I am satisfied that primary teachers are qualified to teach in a wide range of school environments including autism units.
In the Education (Amendment) Act 2012, the Teaching Council Act 2001 was amended to enable the Council to regulate for conditions for renewal of teacher registration including attendance at programmes of continuing education and training. When Section 39 is commenced, the Council will have authority to review and accredit programmes providing continuing training and professional development for teachers. As the Deputy is aware, my Department currently provides for a comprehensive system of continuing professional development (CPD) for teachers in the area of special educational needs.
The Special Education Support Service (SESS) provides evidence based support for teachers of pupils across a wide range of special educational needs including ASD having regard to best practice. A range of specialist programmes are available nationally.
I am aware of the nature and duration of these courses. 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 SESS. This funding is not limited to any specific course of any duration.
As outlined in my previous response I am satisfied that the SESS are making appropriate provision to support teachers and schools in this area. I should also point out that SESS is a support service for teachers and is not involved in the supervision of the implementation of ABA. There is no circular on the use of ABA in autism classes. I previously advised the Deputy that the SESS has not consulted with the Division of Behaviour Analysis in this regard.
248. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to Parliamentary Question No. 98 of 2 April 2014, in view of his response that his Department's policy on the education of children with autism resides within the overall policies on the education of children, including those with special educational needs, and the relevant circulars are available on www.education.gov.ie, and in view of the fact there are 573 active Department circulars on www.education.ie but there appears to be no active specific circular regarding the education of children with autism and specifically the operation of autism spectrum disorder, ASD, units, if he will confirm his Department was responsible for the roll-out of more than 500 ASD units without having issued one single circular to schools on the way to open and operate these ASD units. [17766/14]
View answerAs the Deputy will be aware autism classes are established by the National Council for Special Education (NCSE).
A range of supports are available to schools in which the classes operate including the NCSE, NEPS, the inspectorate, the circulars referred to by the Deputy and continuing professional development for teachers through the Special Education Support Service. In the case of each of the ASD classes currently operating throughout the country, each of these were opened with the direct support of the NCSE/SENO and/or the Inspectorate and/or the relevant NEPS Psychologist. Through the provision of this direct support, each school received the advice and guidance necessary to assist them in the development of their units.
As the Deputy is aware the NCSE is currently preparing to provide policy advice on the educational provision for children with autism spectrum disorders.
It is expected that the NCSE will make recommendations on future arrangements that should be in place, where necessary, to improve the nature, extent, planning and delivery of education to children with autism taking into account the need for flexibility given constrained resources.
249. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to Parliamentary Question No. 99 of 2 April 2014, in particular the reference to Model A in his reply, which notes that it has been recognised from 2006-07 that the model concept was complex and multipurpose and it has been determined that parents of children with autism should have three distinct choices available to them, if he will confirm the person who determined this; when this determination was made; the way this determination was communicated to schools; and if he will provide a copy of the written communication sent to schools following this determination. [17767/14]
View answerAs previously outlined, from 2006/2007 it was recognised that the model concept was complex and multi-purpose. It was determined that parents of children with autism should have three distinct choices available to them; their child could either attend a mainstream class in their local school with additional supports as required, they could attend a special class in a mainstream school or they could attend a special school.
While the responsibility for policy resides with the Minister of the Department, the responsibility for implementation of policies in the area of special educational needs resides within the Department and the NCSE. The discontinuation of the model concept in favour of the mainstream, special class and special school provision did not materially alter the provision being made for children with Autism.
It is not possible to establish precisely when the changes were commenced and it is likely that the changes were introduced by agreement between the Special Education Section of my Department and other relevant sections and bodies.
As the model concept was mainly used internally in my Department, by NEPS and officials in the Special Education Section, it was not necessary to communicate formally to schools. Individual schools continued to be supported by NEPS, NCSE and the Inspectorate as appropriate and received any necessary guidance and information through these means.
In the course of the period of transfer from the Department to the NCSE, which fully concluded in or around 2008, the language around Model A had fallen into disuse and was replaced by the type of correspondence between schools and the NCSE which is seen largely today.
250. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to Parliamentary Question No. 100 of 2 April 2014, if he is concerned about the potential impact on some children of the unacceptable further wait until spring 2015 before his policy document on educating children with autism will be available, in view of the fact it was an expert selected by his officials who provided details to his Department of the research done by Howard et al. in a specifically commissioned report back in 2005 where that piece of specific research concluded the ABA group had significantly higher mean standard scores in almost all skill domains measured and assessed by independent examiners than the other two groups assessed. [17768/14]
View answerAs the Deputy will be aware I requested the NCSE to provide policy advice on the educational provision for children with autism spectrum disorders. I specifically asked that they would consult widely with parents, professionals, other stakeholders and interested parties in the preparation of this policy advice.
The NCSE have advised my Department 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 the research commissioned by the NCSE, which will not be finalised until later this year, as well as any other research which may be available and which the NCSE considers merits consideration, including the research again referred to by the Deputy which I have forward to NCSE in this context.
In the interim children with autism will continue to be supported in line with current policy.
251. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to Parliamentary Question No. 101 of 2 April 2014, in view of the fact he was already in receipt of the various reports from the National Council for Special Education, as outlined in his reply, the reason it is necessary for him to further request the NCSE to prepare policy advice on the educational provision for children with autism spectrum disorders; and the reason the previous NCSE reports referred to by him did not allow his Department to prepare and publish the policy document on educating children with autism promptly as recommended by the Ombudsman for Children in October 2012. [17769/14]
View answerAs previously advised, policy advice has been provided by the NCSE on a range of issues including the Future Role of Special Schools and Classes in Ireland, the Education of Children who are Deaf/Hard of Hearing and the Education of Students with Challenging Behaviour Arising from an Emotional /Behavioural Disorders. However the advice was not autism specific and the current policy advice being prepared by NCSE will specifically relate to the educational provision for children with autism.
The aforementioned reports did not prohibit my Department from preparing or publishing any documents on the education of children with autism.
As I previously advised the Deputy my Department commenced collating a statement of existing policy on the education of children with autism last year. Subsequently I requested the NCSE to prepare Policy Advice on the Educational Provision for Children with Autism Spectrum Disorders. I am confident that the policy advice, when it has been delivered will provide the level of clarity which was the purpose of the Ombudsman's 2012 encouragement.
252. Deputy Thomas P. Broughan asked the Minister for Education and Skills if funding will be allocated from his Department to provide permanent accommodation for primary schools in an area (details supplied) in north Dublin where the provision of a permanent school building is at the planning process. [17772/14]
View answerThe major building project to provide permanent accommodation for the school referred to by the Deputy is at an early stage of architectural planning. The Design Team are currently working on Stage 2a (Developed Sketch Design).
The project is on the five year school building programme to proceed to tender and construction in 2014/15.
253. Deputy John O'Mahony asked the Minister for Education and Skills when a person (details supplied) in County Mayo will be granted home-based provision 2012; the reason this has not been granted; and if he will make a statement on the matter. [17802/14]
View answerAs the Deputy will be aware July Provision is available to all special schools and mainstream primary schools with special classes catering for children with autism that choose to extend their education services through the month of July. My Department also provides July Provision for pupils with a severe/profound general learning disability. Where school based provision is not feasible, home based provision may be grant aided.
In 2012 and 2013 Home based tuition for July was approved for the child to whom the Deputy refers. Payment issued in respect of the 2012 claim, however there was a query on the claim for 2013 as the tutor who provided the tuition was not approved. My officials are liaising with the family in question.
254. Deputy Joe Carey asked the Minister for Education and Skills the position regarding a school project (details supplied) in County Clare; and if he will make a statement on the matter. [17814/14]
View answerMy Department met with the schools authorities recently to discuss both this schools short term and long term accommodation issues. Further to this meeting, an initial technical site visit was undertaken and arrangements have been agreed with the school for the provision of temporary accommodation to meet the schools immediate accommodation needs.
I also wish to advise the Deputy that, in order to address the schools long term accommodation needs, it has been agreed with the school authorities that a project for the long term redevelopment of the school will be progressed in to architectural planning. In that context, it is intended to carry out a further more detailed technical site visit at the school in question shortly.
255. Deputy Bernard J. Durkan asked the Minister for Education and Skills the position regarding the planned extension to a school (details supplied) in County Kildare; and if he will make a statement on the matter. [17819/14]
View answerThe Design Team on the major building project referred to by the Deputy are currently working on the completion of Stage 2(a) (Developed Sketch Design) of architectural planning. On completion of this stage the project will proceed to Stage 2(b) which includes the planning applications and the preparation of tender documents.
The project is on the five year school building programme to proceed to tender and construction in 2014/15.
256. Deputy Colm Keaveney asked the Minister for Education and Skills if he will provide details of any pension entitlements in respect of a person (details supplied). [17821/14]
View answerOfficials in the Pension Unit of my Department have provided to the person to whom the Deputy refers both personal and general information in regard to pension requested by that person. The personal details provided remain unchanged. Details of the retirement application process and the various application forms are available on my Department's website to download. Should the person to whom the Deputy refers make application for retirement it will be dealt with in accordance with the procedures in place.
257. Deputy Niall Collins asked the Minister for Education and Skills the reason for the delay in a specific payment issuing to a person (details supplied) in County Cork; and if he will make a statement on the matter. [17840/14]
View answerMy Department is working through a significant number of implementation issues following the acceptance of the Haddington Road Agreement by the teacher unions. The last of the three teacher unions accepted the Agreement in late December 2013.
One of the issues to be addressed is the redundancy entitlement of external supervisors employed by schools under the previous Supervision scheme, following the introduction of the requirement under the Haddington Road Agreement for all teachers to perform supervision duties.
This issue is being considered at present and officials of my Department will be in contact shortly with the school in question regarding the specific case raised by the Deputy.
258. Deputy Eric Byrne asked the Minister for Education and Skills the process whereby the Government issues a policy statement to the effect that all chaplains, that is, those of faith groups as well as those of secular beliefs, be equally accommodated in all respects in Government Departments where chaplains operate; and if he will make a statement on the matter. [17865/14]
View answerI will arrange for the information sought by the Deputy to be forwarded directly to him.
259. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of Youthreach places available during each of the past years. [17869/14]
View answerThere are almost 6,000 Youthreach places available nationwide funded by my Department through SOLAS. The number of places has remained at its current level since 2007. Almost 3,700 of these places are provided in just over 100 Youthreach centres operated by Education and Training Boards (ETBs). The remainder are provided in some 30 Community Training Centres that are currently being transferred from SOLAS to ETBs.
260. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills the procedure whereby an employee of his Department (details supplied) in County Offaly can obtain a transfer on her return to work to an office closer to her home on compassionate grounds; and if he will make a statement on the matter. [17884/14]
View answerArrangements are being made at present to facilitate this officer's return to work in early May following a career break.
It is open to the officer to make an application for a transfer at any stage. Transfers may be facilitated once certain conditions are met, such as individual placing on the Central Applications Facility (CAF) and internal Department transfers lists. As the Deputy will appreciate, it is important that transfers are handled in such a way as to ensure fairness for all applicants wishing to avail of a transfer within my Department's office locations.
I understand that the officer in question has not made any application to date to her local HR Unit for consideration for a transfer to another location.
261. Deputy Pat Deering asked the Minister for Education and Skills if the minor works grant will be paid to primary and post-primary schools during this calendar year; and if he will make a statement on the matter. [17915/14]
View answerA Minor Works Grant issued to primary schools last November for the school year 2013/2014. Circular letter 0062/2013 which was published as the Minor Works Grant issued last November states that "the grant will only be paid in future years as funding permits".
The Deputy will be aware that under the Investment and Capital Investment Programme 2012-2016, the focus in the education sector is on meeting the demand for additional school places. Consequently, there is no funding provided at this time in the 2014 capital allocation for the payment of a Minor Works Grant to primary schools.
With regards to a comparable provision for post-primary schools, no Minor Works Grant has ever issued to that sector.
262. Deputy Arthur Spring asked the Minister for Education and Skills the entitlement of a person (details supplied) to a student grant in order to further the applicant's education and career progression. [17919/14]
View answerUnder the terms of the student grant scheme, grant assistance is awarded to students who meet the prescribed conditions of funding including those relating to nationality, residency, progression and means.
To satisfy the terms and conditions of the student grant scheme in relation to progression, a student must be moving from year to year within a course having successfully completed the previous year or be transferring from one course to another where the award for the subsequent course is of a higher level than the previous course.
In relation to postgraduate courses in general there are two levels of grant aid. Those students who meet the qualifying conditions for the special rate of grant under the Student Grant Scheme are eligible to have their post-graduate tuition fees paid up to the maximum fee limit of €6,270. Otherwise a postgraduate student may qualify to have a €2,000 contribution made towards the costs of their fees if he/she meets the income criteria. The income threshold for this payment is €31,500 for the 2013/14 academic year, increasing relative to the number of family dependents.
New students entering postgraduate courses from the 2012/13 academic year onwards are not entitled to maintenance payments under the Student Grant Scheme.
Tax relief is available on postgraduate tuition fees. Details in relation to this relief are available from the Revenue Commissioners.
If the student wishes to determine his/her eligibility for the 2014/15 academic year the student should submit an on-line grant application to Student Universal Support Ireland via www.susi.ie. when the on-line application system opens.
