Written Answers Nos. 160-165
160. Deputy Eric Byrne asked the Minister for Education and Skills if she will clarify a situation (details supplied) regarding training courses for the long-term unemployed; and if she will make a statement on the matter. [40847/15]
View answerThere is a target of 6,000 places to be made available in the current round of Momentum. I understand that Programmes are currently providing up to 5,700 additional training and education places to the long-term unemployed and it is expected that the remaining 300 places will be made available over the coming months. The current expectation is that the Momentum programme will spend the full allocated budget for the programme. In terms of a further round of Momentum officials in my Department are working with their colleagues in the Department of Social Protection to determine the overall requirement for education and training programmes for 2016. The arrangements for and the timing of any potential third round of Momentum will be considered in that context and in the light of the evaluation of the current round of Momentum.
161. Deputy Brendan Griffin asked the Minister for Education and Skills her plans to introduce measures to make it more affordable for student teachers to attend courses in Gaeltacht areas; the changes in supports over the past ten years; and if she will make a statement on the matter. [40852/15]
View answerAs part of the Government's budgetary considerations and the Comprehensive Expenditure Review in 2011, a decision was made to abolish the payment of the grants by my Department towards the cost of student teachers' attendance at Gaeltacht courses. The grant of €637 per student per 3 week course was paid directly to the Gaeltacht Colleges by my Department. The decision came into effect for students commencing their programme of primary initial teacher education in the 2012/13 academic year. The decision to abolish the Gaeltacht Placement grants, from September 2012 was not taken lightly, and has to be viewed in the context of the prevailing requirement to reduce costs and achieve efficiencies where possible. Priority was given to protecting resources for front line education services as far as possible in the coming years, which is especially challenging with rising numbers of school-going children.To assist with the current costs of the Gaeltacht placement, students who are in receipt of a student grant which includes a 100% fee grant, or who would have qualified for a full fee grant but for the Free Fees Schemes, can apply for funding towards travel and accommodation costs under the field trip element of a fee grant, subject to the normal terms and conditions of the scheme. Apart from the student grant system, in circumstances of particular need students may apply for support under the Student Assistance Fund. Information in relation to this fund is available through the Access Officer in the third level institution attended My Department does not have the funding available to restore the support. The situation will be kept under review and will be considered again next year in the budgetary context.
162. Deputy Shane Ross asked the Minister for Education and Skills further to Question No. 229 of 4 November 2015, her views that, 194 post primary level autistic spectrum disorder-specific special classes in total for the entire country indicates a chronic lack of places for autism students in mainstream secondary schools; her further views that her Department's policy allowing schools to undertake such classes subject to their own willingness is failing; if she will consider directing schools to set up autistic spectrum disorder specific special classes within all secondary schools, as required; and if she will make a statement on the matter. [40862/15]
View answerThe Department's policy is that students with Special Educational needs including Autism should be included in mainstream schools unless this is not in their best interests or the interests of those with whom the are to be educated. Some Students with more complex Special Educational Needs may be supported in a special class in a mainstream school. They have the option where appropriate of full or part time inclusion and interaction with other children. The complex needs of other children may mean they are best placed in a special school. At present some 733 children with autism are enrolled in 194 special classes in post primary schools while a further 2941 children attend mainstream classes with supports. The NCSE has acknowledged that, while more special classes and special school places may be required to meet future needs of children with Autism, in some cases, more able children with autism may not be best placed in special class settings and should be supported through resourced mainstream provision. The NCSE has recently submitted its report on 'Supporting Students with Autism Spectrum Disorder in schools'. My officials are currently considering the report's recommendations and will bring forward a report to me as soon as possible.
163. Deputy Terence Flanagan asked the Minister for Education and Skills if she will address a matter (details supplied) regarding school buildings; and if she will make a statement on the matter. [40876/15]
View answerIn general, school authorities have a considerable degree of autonomy in relation to how their premises are managed and utilised at local level. It should also be noted that the vast majority of primary school buildings in the country are in private ownership. My Department has a general policy of encouraging the use of school facilities by community and other groups where this is possible. However, any proposal for the use of school facilities outside of normal schools hours must be approved by the local school management authorities in the first instance. In 2005, my Department issued a circular to Trustees, Boards of Management and Principals of Primary and Voluntary Secondary Schools (Circular Letter Prim 16/05) to encourage Trustees and Boards of Management to make their facilities available where possible for community, education and recreation purposes. This circular recognises that the decision ultimately lies with the relevant Board or Trustees and that the first priority at all times should be the interest of the school, its teachers and pupils.
164. Deputy David Stanton asked the Minister for Education and Skills when school transport will be provided for a child (details supplied) in County Cork; if this is not possible, if she will consider the payment of a grant to assist with a payment to a private transport operator; and if she will make a statement on the matter. [40906/15]
View answerThe child referred to by the Deputy is eligible for school transport under the terms of my Department's School Transport Scheme for Children with Special Educational Needs. Bus Éireann is responsible for the planning and timetabling of school transport routes and endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service. In a situation where Bus Éireann is not in a position to provide a transport service, a Special Transport Grant (STG) towards the cost of private transport arrangements may be provided. In this regard, Bus Éireann has advised that a service has recently been established to accommodate the child in question. The family may claim the STG grant for the period in which they provided transport prior to the establishment of the Bus Éireann service.
165. Deputy Michael Creed asked the Minister for the Environment, Community and Local Government when he expects to publish the revised guidelines on wind farms; and if he will make a statement on the matter. [40789/15]
View answerIn December 2013, my Department published proposed “draft” revisions to the noise, setbacks and shadow flicker aspects of the 2006 Wind Energy Development Guidelines. These draft revisions proposed:
- the setting of a more stringent day and night noise limit of 40 decibels for future wind energy developments;
- a mandatory minimum setback of 500 metres between a wind turbine and the nearest dwelling for amenity considerations; and
- the complete elimination of shadow flicker between wind turbines and neighbouring dwellings.
A public consultation process was initiated on these proposed draft revisions to the Guidelines, which ran until 21 February 2014. My Department received submissions from 7,500 organisations and members of the public during this public consultation process. It is intended that the revisions to the 2006 Wind Energy Development Guidelines will be finalised as soon as possible. In this regard, account has to be taken of the extensive response to the public consultation in framing the final guidelines. Further work is also advancing to develop technical appendices to assist planning authorities with the practical application of the noise measurement aspects of the Wind Guidelines. My Department is advancing work on the Guidelines in conjunction with the Department of Communications, Energy and Natural Resources. The revisions to the Wind Energy Development Guidelines 2006, when finalised, will be issued under Section 28 of the Planning and Development Act 2000, as amended. Planning authorities, and, where applicable, An Bord Pleanála are required to have regard to guidelines issued under Section 28 in the performance of their functions under the Planning Acts.
