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Wednesday, 30 Apr 2014

Written Answers Nos. 183-200

Special Educational Needs Service Provision

Questions (183)

Thomas P. Broughan

Question:

183. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to Parliamentary Question No. 251 of 15 April 2014 the reason he changed his approach from that expressed by him on 14 March 2013 when he indicated that his Department is currently in the process of preparing a comprehensive statement of existing policy within the boundaries of one document as well as his reply on 28 January 2014 in which he stated he saw no merit in revising the existing format of the current policy in advance of the publication of the new policy advice, which, he has now indicated, will not be available until Spring 2015, over two and a half years after the Ombudsman for Children recommended in October 2012 that the policy should be issued promptly. [19160/14]

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Written answers

The Ombudsman for Children encouraged my Department to consider publishing a policy document on educating children with autism. As noted by the Deputy my Department advised in March 2013 that it was preparing to bring together all of the facets of the policy on the education of children with autism into one document to provide further clarity on the issue. In the interim I requested the National Council Special Education (NCSE) to bring forward policy advice on the education of children with autism. The NCSE has 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. 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. Therefore I see no merit in revising the existing format of the current policy in advance of the publication of the new policy advice. However my officials are currently compiling an information pamphlet for parents of children with autism in consultation with NCSE ; the pamphlet is aimed at informing parents and guardians of my Department's policy on the education of children with autism and the supports and services available to them. The Ombudsman for Children's office supports this approach to the aforementioned encouragement.

The following revised reply was received on 7 May 2014:

The Ombudsman for Children encouraged my Department to consider publishing a policy document on educating children with autism. As noted by the Deputy, my Department advised in March 2013 that it was preparing to bring together all of the facets of the policy on the education of children with autism into one document to provide further clarity on the issue.

In the interim I requested the National Council Special Education (NCSE) to bring forward policy advice on the education of children with autism. The NCSE has 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.

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. Therefore, I see no merit in revising the exiting format of the current policy in advance of the publication of the new policy advice.

However, my officials are currently compiling an information pamphlet for parents of children with autism in consultation with NCSE; the pamphlet is aimed at informing parents and guardians of my Department’s policy on the education of children with autism and the supports and services available to them.

My Department has not received correspondence from the Ombudsman’s office expressing its dissatisfaction with this decision.

Special Education Review

Questions (184)

Clare Daly

Question:

184. Deputy Clare Daly asked the Minister for Education and Skills whether his Department has previously declined or ignored invitations from the Psychological Society of Ireland's division of behaviour analysis to meet or offer assistance to his Department regarding its policy on applied behaviour analysis and autism education; and if he will provide his Department's reasons for declining or ignoring these offers. [19162/14]

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Written answers

There is no record in my Department of a request from the Psychological Society of Ireland (PSI) for a meeting on policy issues. As the Deputy is aware the National Council for Special Education (NCSE) is currently preparing Policy Advice on the Educational Provision for Children with Autism Spectrum Disorders. The NCSE has 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. It is open to all interested parties to contribute to the consultation process and I would encourage the PSI will engage with the NCSE in this context. 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.

Special Education Review

Questions (185)

Clare Daly

Question:

185. Deputy Clare Daly asked the Minister for Education and Skills if he will confirm that the Psychological Society of Ireland's division of behaviour analysis has not been consulted as part of the current NCSE review of educational provision for children with autism; and if his Department provided any suggestions to the NCSE regarding potential stakeholders who might be consulted. [19163/14]

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Written answers

As the Deputy is aware the National Council for Special Education (NCSE) is currently preparing Policy Advice on the Educational Provision for Children with Autism Spectrum Disorders using terms of reference provided by my Department. I specifically asked that they would consult widely with parents, professionals, other stakeholders and interested parties in the preparation of this advice but I did not provide any suggestions as to potential stakeholders who should be consulted in this context. I am aware that the consultation process has commenced. However I am not aware of the stakeholders who have been consulted in this regard. Therefore I have arranged for the question to be forwarded to the NCSE for their direct attention and reply.

Special Educational Needs Service Provision

Questions (186, 216)

Clare Daly

Question:

186. Deputy Clare Daly asked the Minister for Education and Skills in view of the fact that the Special Education Support Service advised teachers and his Department that teachers providing applied behaviour analysis as part of the education of a child with autism should receive on-site and off-site supervision from a professionally qualified behaviour analyst and he has confirmed that he has not received any autism-specific policy advice from the NCSE, if he will name the experts or organisations who advised his Department to remove the requirement that teachers should receive supervision or training from a professionally qualified behaviour analyst before taking charge of an autism spectrum disorder classroom from departmental policy when his Department changed its policy in 2006-07. [19164/14]

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Jonathan O'Brien

Question:

216. Deputy Jonathan O'Brien asked the Minister for Education and Skills the reason his Department made the decision to remove the obligation on teachers to receive training and or supervision from a professionally qualified behaviour analyst from its policy given that the SESS had advised that teachers should be provided with on and off-site supervision from a behaviour analyst when providing ABA to children with ASD, and the NCSE never provided the his Department with any ASD-specific policy advice. [19672/14]

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Written answers

I propose to take Questions Nos. 186 and 216 together.

Under 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. 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 and does not advise teachers or my Department in this regard. SESS continues to make provision for a comprehensive system of continuing professional development (CPD) for teachers in the area of special educational needs including teachers of children with autism.

Special Educational Needs Service Provision

Questions (187)

Clare Daly

Question:

187. Deputy Clare Daly asked the Minister for Education and Skills if his Department informed the Ombudsman for Children of its decision to disregard her recommendation to promptly publish an autism policy document in 2012; and if he has received any correspondence from the Ombudsman's office indicating its dissatisfaction with this decision. [19165/14]

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Written answers

The Ombudsman for Children encouraged my Department to consider publishing a policy document on educating children with autism. My Department advised during the course of last year that it was preparing to bring together all of the facets of the policy on the education of children with autism into one document to provide further clarity on the issue. In the interim I requested the National Council Special Education (NCSE) to bring forward policy advice on the education of children with autism. The NCSE has 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. 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. Therefore I see no merit in revising the existing format of the current policy in advance of the publication of the new policy advice. However my officials are currently compiling an information pamphlet for parents of children with autism in consultation with NCSE; the pamphlet is aimed at informing parents and guardians of my Department's policy on the education of children with autism and the supports and services available to them. My Department has not received correspondence from the Ombudsman’s office expressing its dissatisfaction with this decision.

Special Educational Needs Staffing

Questions (188)

Patrick O'Donovan

Question:

188. Deputy Patrick O'Donovan asked the Minister for Education and Skills if a temporary principal can be brought in to cover a programme (details supplied); and if he will make a statement on the matter. [19168/14]

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Written answers

As 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. Under the terms of the scheme the Overseer must be a principal, deputy / vice principal or permanent qualified teacher, employed by the school. In exceptional circumstances and at the request of a school my Department will consider alternatives to enable the school to best meet the needs of the children. It is open to the school in question to submit a proposal for consideration.

Schools Building Projects Applications

Questions (189)

Michael Healy-Rae

Question:

189. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding an application for funding in respect of a school (details supplied); and if he will make a statement on the matter. [19172/14]

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Written answers

In view of the financial constraints imposed by the need, as outlined in the Five Year Plan, to prioritise available funding for the provision of essential additional school places to meet demographic demand, my Department is not in a position to provide an indicative timeframe for progression of a major capital project at this time. However, my Department is finalising a decision in relation to the schools' immediate accommodation requirements and in that regard will be in touch with the school authorities in question very shortly. In the meantime, I am pleased to advise that the school was included on the list of successful schools under the Summer Works scheme for 2014 which I published on 20th March last.

School Staffing

Questions (190)

Michael Healy-Rae

Question:

190. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on correspondence (details supplied) regarding the projected need for an additional 4,000 teachers; and if he will make a statement on the matter. [19188/14]

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Written answers

Pupil numbers at both primary and post-primary level are increasing annually and are projected to continue to increase for the foreseeable future. I acknowledge that this will result in increased requirements for additional teachers in the school system. Notwithstanding the difficult budgetary climate the Government has tried, as best as possible, to protect front line services in the education sector. In Budget 2014, the Government made provision for an increase of about 1,400 teachers at primary and post-primary level to cater for increased demographics and additional resource teachers to cater for pupils with low incidence special needs. The Government will continue to ensure that appropriate provision is made for increasing demographics as part of the annual budgetary process.

Third Level Fees

Questions (191)

Robert Troy

Question:

191. Deputy Robert Troy asked the Minister for Education and Skills if there is any grant assistance available for students wishing to undertake a PhD; and if he will outline all funding options available. [19207/14]

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Written answers

In the context of the necessary but difficult expenditure reduction measures announced in Budget 2012, new students entering postgraduate courses from the 2012/13 academic year onwards are not entitled to maintenance payments under the Student Grant Scheme. Those 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. A postgraduate student may qualify to have a €2,000 contribution made towards the costs of their fees. The income threshold for this payment is €31,500 for the 2013/14 academic year, increasing relative to the number of family dependants. Tax relief is also available on postgraduate tuition fees. Details in relation to this relief are available from the Revenue Commissioners. In addition to this, the Student Assistance Fund will continue to be made available through the access offices of third-level institutions to assist students in exceptional financial need.

Schools Building Projects Status

Questions (192)

Kevin Humphreys

Question:

192. Deputy Kevin Humphreys asked the Minister for Education and Skills if he will provide an update on a proposed new school (details supplied); if the design work has been completed; when building work is expected to commence; and if he will make a statement on the matter. [19214/14]

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Written answers

Responsibility for the delivery of a new 16 classroom school referred to by the Deputy has been devolved to the Office of Public Works.

The project is at the early stages of architectural planning and is one of the school projects approved to proceed to construction in 2014/2015. When construction will commence will be dependent on the progress of the project through the various stages of design and the local authority planning process.

School Accommodation

Questions (193)

Áine Collins

Question:

193. Deputy Áine Collins asked the Minister for Education and Skills the position regarding funding for extra accommodation in respect of a school (details supplied) in County Cork. [19219/14]

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Written answers

Funding was approved in 2013 to the school, referred to by the Deputy, for the provision of special need facilities. More recently, however, the school authorities, in question, have requested additional capital funding to provide an additional classroom. This proposal is currently under consideration and my Department will be in contact with the school authorities as soon as this process has been completed.

Question No. 194 answered with Question No. 174.

School Staffing

Questions (195)

Andrew Doyle

Question:

195. Deputy Andrew Doyle asked the Minister for Education and Skills if a school (details supplied) in County Wicklow is oversubscribed to fill two classes of junior infants, but the school has capacity for a third junior infant class, but will not be allocated a teacher for this class unless the school can show that the third class would also be filled; if the school is not better off to have three classes of 25 children rather than two classes of 30, with 15 children left to repeat a year in preschool. [19299/14]

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Written answers

My Department is fully aware of the enrolment and staffing position in relation to this school and has been liaising with it regarding same.

The school has been recently notified by my Department of an additional classroom post for the 2014/15 school year to cater for its increased enrolments.

Educational Disadvantage

Questions (196)

Michael McGrath

Question:

196. Deputy Michael McGrath asked the Minister for Education and Skills if his attention has been drawn to the fact that the ongoing funding from the Christian Brothers for the Cork Life Centre has come to an end; that the centre currently caters for the educational needs of 40 children; that the centre is facing possible closure if additional funding is not provided from his Department; his plans regarding same; and if he will make a statement on the matter. [19304/14]

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Written answers

I am aware that the difficult situation in which the Cork Life Centre finds itself in arises from the decision of the Christian Brothers to withdrawal financial support. The resources provided by my Department to this Centre in 2014 include 968 teacher co-operation hours, provided under the Co-operation Hours Scheme operated by the local Education and Training Board (ETB), and non-pay funding of €47,500. This Government is committed to addressing educational disadvantage and while services such as this centre meet a particular demand, it is also important to reflect on the significant additional targeted resources which are deployed for the purpose of combating educational disadvantage and early school leaving. These include intensive literacy and numeracy programmes, out-of-school, after school and holiday time supports as well as special needs supports provided to assist young people at risk. It should be noted that there has been a substantial expansion of these initiatives since the establishment of this facility by the Christian Brothers in 1996. The major budgetary pressures within my Department place significant constraints on its capacity to support existing programmes and, consequently, given the significant range of educational disadvantage interventions already supported by my Department, there is no scope to meet a request for addition funding for this organisation beyond the level of support currently allocated. The Educational Welfare Services of the Child and Family Agency which has a statutory remit in relation to school attendance, can provide assistance to parents or guardians in finding appropriate educational placements for all children including those currently in the centre which is the subject of this question.

Student Grant Scheme Eligibility

Questions (197)

Michael Ring

Question:

197. Deputy Michael Ring asked the Minister for Education and Skills the reason Student Universal Support Ireland are seeking the recoupment of a grant from a person (details supplied) in County Mayo on the basis that they are studying an accelerated course; the reason SUSI are now seeking evidence of independent residency in this case when residency was never an issue prior to now; and if he will make a statement on the matter. [19308/14]

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Written answers

The decision on eligibility for a student grant is a matter in the first instance for the awarding authority. The Deputy will appreciate that in the absence of all the relevant details that would be contained in an individual's application, it would not be possible for me to say whether or not a student would qualify for 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 the scheme has not been interpreted correctly in his/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 is available to download from http://www.studentfinance.ie/downloads/1375344221/2013_SGAB_appeal_form.pdf.

Student Grant Scheme Appeals

Questions (198)

Dan Neville

Question:

198. Deputy Dan Neville asked the Minister for Education and Skills the position regarding a student grant in respect of a person (details supplied) in County Limerick; and if he will make a statement on the matter. [19309/14]

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Written answers

Officials in my Department have confirmed that the student referred to by the Deputy has appealed the decision of the awarding authority to the Independent Student Grants Appeals Board. The appeal will be heard within the timeframe set out in the Student Support Act 2011 and the student will be notified directly of the outcome.

Special Educational Needs Service Provision

Questions (199)

Clare Daly

Question:

199. Deputy Clare Daly asked the Minister for Education and Skills the basis upon which the Health Service Executive has asked Clonmel Covers to devise a calm room for special schools and units for pupils with sensory disabilities; the guidelines and policies in place in terms of the use of this product to ensure that it is not used in a disciplinary context; the body which oversees the use of the guidelines; and whether this is not simply a knee-jerk reaction to cover up for the cuts in special needs assistance and other support resources. [19342/14]

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Written answers

I wish to advise the Deputy that the Board of Management of each school is responsible for the care and safety of all of the pupils in their school. Many schools may withdraw pupils occasionally from the main classroom for short periods of time in order to manage pupil behaviour and to speak to pupils, or to address problematic behaviour, in a room away from a main classroom.

Schools should supervise and support children who are distressed or out of control until they have recovered and are able to re-engage in the classroom. Schools may seek advice from their local National Educational Psychological Service (NEPS) psychologist, from their NCSE Special Educational Needs Organiser, or from the National Behavioural Support Services, as to how children with behavioural needs can best be supported in school.

The Department has recently published new Guidelines for Schools on Supporting Students with Behavioural, Emotional, and Social difficulties and training is available for schools in relation to the provision of support for children with special educational needs from the Special Education Support Services (SESS), who can, as part of their designated training modules, provide guidance for schools in relation to containment or management measures for difficult behaviour.

It should be noted that there is a distinction to be made between rooms where children may be withdrawn to address problematic behaviour, and Sensory Rooms.

Sensory Rooms, which are also referred to as Multi-Sensory Rooms, are used to provide a variety of sensory stimuli associated with smell, taste, touch, sight and sound, and which are designed to provide sensory stimulation for pupils with special educational needs, in spaces which are designed to encourage positive actions and responses for pupils with sensory impairment. They can also be used for pupils to use interactive equipment towards specific educational aims.

Where a parent or any other person has concerns about the care or safety of a child they should report these concerns to the Board of Management of the school, or may report the matter as a child protection concern to the HSE or to the Department of Education and Skills.

The specific issue which the Deputy has raised regarding the Health Service Executive should be referred to that body for its consideration, or to the Department of Health.

Autism Support Services

Questions (200)

Jerry Buttimer

Question:

200. Deputy Jerry Buttimer asked the Minister for Education and Skills to set out the supports available for persons with autism when they finish school; and if he will make a statement on the matter. [19357/14]

View answer

Written answers

The Deputy will be aware that students with a special educational need, including those with an autism spectrum disorder, have a range of options available to them in the higher and further education sectors. Some students choose to participate in educational programmes through further adult educational programmes or in adult settings.

While the Department of Health and Children/Health Service Executive assumes direct responsibility for young adults with special educational needs who are over 18 years, my Department may allocate funding towards an educational component of such provision.

This is generally transacted through the co-operation hours scheme operated by Education and Training Boards (ETBs) where the local service provider makes application to the relevant ETB for tuition hours. Funding is also provided to the National Learning Network for this purpose. Young adults with disabilities are eligible to access SOLAS mainstream services. SOLAS also contracts 17 Specialist Training Providers, in 49 locations country-wide, to deliver training courses to people with disabilities who require more intensive support than would be available in non-specialist training provision. A range of specialist courses is available at two levels of training, Introductory Skills Training (IST) and Skill Specific Training (SST) and includes in-centre, employer based and blended learning approaches to accommodate learners' training needs.

These training courses lead to awards at levels 3-5 on the National Framework of Qualifications. Entry to specialist training is open to all persons with disabilities over 16 years of age. Currently there are 2110 places available per annum in Specialist Training Provision. Programme duration may typically be up to 18 months or 24 months depending on programme type. Specialist training offers additional supports to learners which include individualised training and progression plans, literacy and numeracy support, longer training duration, adapted equipment, transport arrangements, enhanced programme content and enhanced trainer/learner ratio.

The Disability Access Route to Education (DARE) scheme also provides a third level admissions scheme for school leavers who have a disability or specific learning difficulty. Students who are considered to be DARE eligible may secure a college place on a reduced points basis.

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