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Tuesday, 6 May 2014

Written Answers Nos. 188-198

School Accommodation

Questions (188)

Terence Flanagan

Question:

188. Deputy Terence Flanagan asked the Minister for Education and Skills his plans to build a Gaelscoil (details supplied) in Dublin 17; and if he will make a statement on the matter. [20188/14]

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Written answers

The Forward Planning Section of my Department is currently analysing demographics on a nationwide basis to identify areas where additional school accommodation might be needed into the future. The Dublin 17 area will be examined as part of this process.

Special Educational Needs Staffing

Questions (189)

Eric J. Byrne

Question:

189. Deputy Eric Byrne asked the Minister for Education and Skills the status of a recent circular from his Department (details supplied) regarding the provision of special needs assistants; if he will address the concerns raised by parents; and if he will make a statement on the matter. [20200/14]

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Written answers

I wish to advise the Deputy that in December 2013, the Government announced it was increasing the number of SNAs available for allocation to schools, to reflect demographic growth and increased demand for SNA support. The existing provision for 10,575 posts has been increased to 10,965 posts being made available for allocation by the end of 2014. This will bring to almost 11,000 the number of SNA posts available to work with children who have an assessed care need requiring SNA support in primary, post primary, and special schools. These extra posts will ensure that the Government's policy of ensuring that every child who is assessed as needing SNA support will receive access to such support.

In June 2011, the Department of Education and Skills published a Value for Money and Policy Review of the SNA scheme. In May 2013, the National Council for Special Education published its Policy Advice on Supporting Children with Special Educational Needs in Schools. Both reports concluded that the SNA scheme has been highly successful in supporting the care needs of children with special needs in schools and with assisting to facilitate their integration and inclusion. However, the reports also concluded that the intended purpose of the scheme was not always generally well understood by parents or schools and that the scope and purpose of the scheme should be clarified for schools.

The Department of Education and Skills accordingly prepared a new Circular for schools, which was designed to clarify the scope and purpose of the SNA scheme, in accordance with the recommendations of the reports and policy advice noted above. The circular therefore should not be interpreted as a means to reduce the numbers of SNAs in schools. It is considered that this Circular will provide useful guidance and support for schools and parents in clarifying the purpose of the scheme and setting out the circumstances in which SNA support will normally be provided to assist children with special educational needs to access education.

Finally, I wish to advise the Deputy that all applications for July Provision will be processed in the order of date received. It is therefore in the best interest of parents to submit their completed application form as soon as possible. If parents of eligible children have questions on the scheme they may contact my Department on 090 6484296.

Special Educational Needs Service Provision

Questions (190)

Michael McNamara

Question:

190. Deputy Michael McNamara asked the Minister for Education and Skills when a decision will be made on whether to give the go-ahead for a school (details supplied) in County Clare to progress to planning for an autism unit in its revised location and for a new access road occasioned by the sale of the existing road by the school's patron body; and if he will make a statement on the matter. [20227/14]

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Written answers

I am pleased to advise the Deputy that my Department has approved a special needs unit for the school to which he refers.The architectural planning for the unit is currently underway and my Department is in ongoing contact with the school in that regard. The school's design team have submitted proposals relating to the unit to my Department for consideration and these are currently being examined. My Department will be in further contact with the school when this process has been completed. A separate request for capital funding to provide additional car parking spaces on the school site has also been submitted to my Department. This, together with the further information requested by my Department relating to the request has been received and is currently being considered. A decision will be conveyed to the school authorities in due course.

Weight of Schoolbags

Questions (191)

Charlie McConalogue

Question:

191. Deputy Charlie McConalogue asked the Minister for Education and Skills further to Parliamentary Question No. 71 of 22 January 2014, if he will implement the recommendations of the working group's report on the weight of schoolbags as opposed to his Department's policy of highlighting the potential health hazard of overweight bags and leaving it to each individual school to determine which measures, if any, it should implement in this area; and if he will make a statement on the matter. [20265/14]

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Written answers

The report of the working group recognised that many of the solutions belong at local school level and made various recommendations in this regard, such as optimum use of storage facilities, developing pupil organisation skills and timetabling. It is therefore best dealt with locally at school level rather than centrally in my Department.

My Department issued circulars to all primary and post-primary schools in 2005 to highlight the potential health hazard of overweight schoolbags and to outline a range of local measures that could be put in place to help alleviate the problem. The circulars referred to the recommendations of the previously published report of the Working Group on the Weight of School Bags. It is a matter for each individual school to determine which particular measures are most suited to its individual circumstances and to how the school concerned organises teaching and learning. The circulars (PC 13/05 and M35/05) and the report of the Working Group on the Weight of School Bags are available on my Department's website at www.education.ie.

Autism Support Services

Questions (192, 195)

Thomas P. Broughan

Question:

192. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to his reply to Parliamentary Question No. 247 of 15 April 2014, wherein he stated that he is aware of the nature and duration of the courses provided by the SESS, if he is aware that the duration of the courses offered on ABA is a maximum of five days; and the reason he deems this to be a sufficient amount of time to train teachers to effectively implement ABA in their classrooms. [20281/14]

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Thomas P. Broughan

Question:

195. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to his reply to Parliamentary Question No. 247 of 15 April 2014, wherein he stated that he is satisfied that primary teachers are qualified to teach in autism specific classes, the specific parts of the teacher’s training received during their studies to achieve qualifications to become primary teachers which are specifically related to teaching individuals with autism, and teaching in environments such as autism specific classes as opposed to a mainstream classroom environment. [20284/14]

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Written answers

I propose to take Questions Nos. 192 and 195 together.

Providers of Initial Teacher Education (ITE) are responsible for content and development of their programmes. Providers must have regard to the Criteria and Guidelines published by the Teaching Council, the statutory body with responsibility for the regulation of the teaching profession. All ITE Programmes are subject to ongoing review by the Council in accordance with the Criteria. It is the aim of the Council that teachers are competent to teach in the different teaching environments and are prepared to be lifelong learners continually adapting to enable them to support their students in achieving their full potential. Graduates from primary ITE Bachelor of Education courses are recognised to teach in all primary schools.

Policy on the programmes, interventions and supports for children in education is a matter for my Department. Decisions in this regard are informed by evidence based research and advices received covering a range of matters including pedagogy, school curriculum, special educational needs and child development. The role of the SESS is to attend to the training needs of teachers on foot of these decisions. In selecting and developing suitable programmes, the service is guided by advices from my Department, aegis bodies of the Department where appropriate, relevant research and best practice.

The SESS has developed the Contemporary Applied Behaviour Analysis (C-ABA) Course under the direction of Dr Patsy Daly. This course provides an introduction to ABA for practising teachers in special education settings in Irish schools. The course trains teachers to 'design, implement and evaluate' interventions to change the behaviour of students in their care. My Department is satisfied 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. It is important that children have access to a range of approaches so that their broader needs can be met. While ABA helps to improve behaviour, other approaches, such as Treatment and Education of Autistic Communication Handicapped Children (TEACCH) and Picture Exchange Communications System (PECS) are just as important in developing children's communication and speech skills.

Autism Support Services

Questions (193, 194)

Thomas P. Broughan

Question:

193. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to his reply to Parliamentary Question No. 247 of 15 April 2014, wherein he noted that the SESS is not involved in the supervision of the implementation of ABA, if there is a person or organisation associated with his Department who has responsibility for the implementation of ABA in the classroom. [20282/14]

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Thomas P. Broughan

Question:

194. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to his reply to Parliamentary Question No. 247 of 15 April 2014, wherein he states that there is no circular on the use of ABA in autism classes, the reason this is the case. [20283/14]

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Written answers

I propose to take Questions Nos. 193 and 194 together.

As the Deputy is aware my Department's position is that as each child with autism is unique, they should have access to a range of different approaches to meet their individual needs. Applied Behavioural Analysis, or ABA, is one of the approaches used in special classes for children with autism.

The use of ABA as part of the range of interventions is particularly useful for addressing behavioural issues. My Department supports the use of ABA and training is provided for teachers in its use. Other approaches, such as Treatment and Education of Autistic Communication Handicapped Children (TEACCH), Picture Exchange Communications System (PECS) are also used 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. As children differ significantly from one another and as children's needs vary and change over time, it is not possible to impose a method or approach that will work for all children with autism. It is not the practice to issue a circular on each approach used in the classroom setting.

As outlined in my previous response, in accordance with the Education Act 1998, the Board of Management is the body charged with the direct governance of a school with the responsibility of operating the school efficiently and effectively. In line with the Act the principal teacher is responsible for the day to day management of the school including the guidance and direction of the teachers and other staff. Furthermore my Department's inspectorate has a role in evaluating, advising and supporting schools in all aspects of teaching and learning.

The NEPS service to all schools, including schools where there are ASD classes, is progressed through the Continuum of Support Guidelines which encompasses a graduated problem solving model of assessment and intervention. NEPS service is planned and delivered following planning meetings in schools where needs are prioritised. In addition to case work, NEPS supports schools in developing more systemic and preventative approaches to meeting the needs of pupils with SEN in line with priorities highlighted in the planning meetings. Therefore there is not one person or organisation who has responsibility for the implementation of ABA in the classroom.

Question No. 195 answered with Question No. 192.

Autism Support Services

Questions (196, 197)

Thomas P. Broughan

Question:

196. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to his reply to Parliamentary Question No. 248 of 15 April 2014, the support or advice required to assist in the development of ASD classes during the opening of each of these classes; and the support that was provided specifically by the NCSE, SENOs, NEPS and the inspectorate. [20285/14]

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Thomas P. Broughan

Question:

197. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to his reply to Parliamentary Question No. 248 of 15 April 2014, in view of the scale of a project such as opening more than 500 autism units throughout the country, the way and the reason it was determined that no policy documents or project plan was required to ensure consistency in practice while undertaking such a significant project. [20286/14]

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Written answers

I propose to take Questions Nos. 196 and 197 together.

As outlined in my response to the Parliamentary Question on April 30th there are a range of supports available to schools in which the ASD classes operate. The supports in question are again outlined below with reference to the service each service provider specifically provides; it is not possible to be specific as the level of support that each school received as this information is not compiled by my Department. These supports in addition to appropriate departmental circulars and guidelines ensure consistency in practice without the need for a specific project plan for these schools.

The comprehensive system of continuing professional development (CPD) for teachers in the area of special educational needs including teachers of children with autism is provided by the Special Education Support Service (SESS). The SESS specifically targets schools with newly approved autism classes for support and continues to provide on-going support through CPD. The NCSE local network of Special Educational Needs Organisers provide support to schools in relation to the establishment of special classes. SENOs may support schools by meeting with Principals to provide information on the resources and supports available for schools which may include, for example, access to specialist staff training. SENOS liaise with NEPs personnel at local level, where appropriate, to inform Principals.

The NEPS service to all schools, including schools where there are ASD classes, is progressed through the Continuum of Support Guidelines which encompasses a graduated problem solving model of assessment and intervention. NEPS service is planned and delivered following planning meetings in schools where needs are prioritised. In addition to case work, NEPS supports schools in developing more systemic and preventative approaches to meeting the needs of pupils with SEN in line with priorities highlighted in the planning meetings.

My Department's inspectorate has a role in evaluating, advising and supporting schools and the Deputy may be interested in their evaluation of educational provision for children with autism spectrum disorders which is available on my Department's website www.education.ie. The website also has details of general guidelines and circulars with regard to the Inclusion of Students with Special Educational Needs in our schools.

School Staffing

Questions (198)

Joe McHugh

Question:

198. Deputy Joe McHugh asked the Minister for Education and Skills his views on introducing extra support measures for one-teacher schools in the form of a classroom assistant to comply with health and safety regulations, in acknowledging the teaching and administrative burden on the teacher and, furthermore, to acknowledge that parents are willing to continue sending their children to one-teacher schools irrespective of the new threshold for the pupil-teacher ratio, while being mindful of the fact that the threshold of a minimum of 20 pupils for a two-teacher school is significantly higher and affects minority religious schools disproportionately to other schools; and if he will make a statement on the matter. [20289/14]

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Written answers

My Department does not allocate classroom assistants to schools nor does it have any plans or funding to do so. All public servants are being asked to do more with less and the teachers in our small schools cannot be exempt from this requirement. It should be noted that the threshold of 20 pupils for a two teacher school is significantly below the threshold of 28 pupils that operated up to the late 1990s. There is also an appeals process available to small schools to give them an opportunity to have their staffing based on their projected pupil enrolments for September 2014.

Our current configuration of small primary schools has been examined by the Department in a value for money (VFM) review. This review took account of the ethos of schools and the locations of small schools relative to other schools of a similar type. I am currently considering the findings of this review in consultation with my Government colleagues and I intend to publish the report on completion of this consideration process.

In accordance with the Safety, Health and Welfare at Work Act 1989, it is the responsibility of individual school management authorities to have a safety statement in place in their schools. The Statement should identify potential hazards, assess the risks to health and safety and put appropriate provision in place to safeguard the safety and health of employees and pupils. The Health and Safety Authority in conjunction with the Kilkenny Education Centre issued guidance to all primary schools in relation to managing safety, health and welfare. These guidelines were developed following consultation with relevant stakeholders and include some specific guidance for a one-teacher setting. This guidance is published on the website of the Health and Safety Authority.

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