Written Answers Nos. 748-760
748. Deputy Michael Healy-Rae asked the Minister for Education and Skills on behalf of a school (details supplied) in County Kerry, if the new model for allocating resource teachers to special education needs schools could affect the resources of other schools; and if she will make a statement on the matter. [46505/15]
View answerThe Deputy will be aware that the National Council for Special Education (NCSE) has a statutory role under the Education of Persons with Special Educational Needs Act to provide me with policy advice in relation to matters concerning the education of persons with special educational needs.
The NCSE published policy advice in 2013 which identified that the current model for allocating resource teachers to schools is potentially inequitable and recommended the development of a new allocation model.
In developing its policy advice the NCSE consulted widely with education partners, representatives from the school sector, parents, and disability representative bodies.
The NCSE recommended that a new model based on the profiled needs of each school, rather than on the diagnosed disability of individual children be developed. It is intended that this new model will reduce the inequities in the current system, and also ensure that we are not unnecessarily labelling children from a young age.
Although there was widespread support for the implementation of the new model, there was not time to address all of the issues in relation to the proposed new model in time to allow for it to be implemented this year.
I therefore established a pilot of the new model, which is currently underway in 47 schools, and which will run for the duration of the current school year.
The pilot will test the practical impacts of the new model prior to full implementation. It will also review the experiences of the schools who participated in the pilot, which will assist us further in developing the model.
I can also confirm that consultation will continue to take place with education partners and stakeholders prior to the implementation of any new model.
As the new model has yet to be completed it is not possible to predict the impact, if any, it will have on staffing levels in all schools including the school to which the deputy has referred.
749. Deputy Terence Flanagan asked the Minister for Education and Skills the steps she is taking to improve special needs education; and if she will make a statement on the matter. [46543/15]
View answerI wish to advise the Deputy that some €1.37 billion will be spent in support of children with Special Educational Needs this year, which represents approximately 15% of my Department's budget.
This provides for a range of supports and services including additional learning and resource teaching support, Special Needs Assistant (SNA) support, special transport arrangements, building adaptations, enhanced capitation, funding for the purchase of specialised equipment, services of the National Educational Psychological Service (NEPS), enhanced levels of capitation in Special schools and Special Classes and additional teacher training.
The policy of my Department is that children with special educational needs should be included where possible and appropriate in mainstream placements with additional supports provided. In circumstances where children with special educational need require more specialised interventions, special school or special class places are also available.
A range of supports have been provided for schools which have enrolled pupils with special educational needs in order to ensure that, wherever a child is enrolled, they will have access to an appropriate education.
We now have a higher level of Resource Teaching and SNA support than ever before.
In July last, I announced that an additional 610 Special Needs Assistant posts are being provided for this year. From September, there are 11,820 whole time equivalent SNA posts available in Primary, Post Primary and Special schools to support children with special educational needs with assessed care needs. This is the highest level of SNA allocation that we have ever had. In total there has been an increase of 11.7% in SNA posts available for allocation to schools since this Government came to office. 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 addition, the NCSE has established over 150 new Special Classes in the 2015/16 school year, which means there are now over 1,000 special classes attached to mainstream schools catering for children with special educational needs.
I also announced provision for an additional 480 Resource Teachers, to take into account increased demand and demographic growth and to ensure that children can continue to have access to additional supports in school.
The Deputy will be aware that I have also established a pilot of a new model for allocating resource teachers to schools, which is currently underway in 47 schools with widespread support. The NCSE had recommended that a new model be developed based on the profiled needs of each school, rather than on the diagnosed disability of individual children. It is intended that this new model will reduce the inequities in the current system and also ensure that we are not unnecessarily labelling children from a young age.
The pilot, which will run for the duration of the current school year, will test the practical impacts of the new model prior to full implementation. It will also review the experiences of the schools who participated and assist us further in developing the model. Consultation will continue to take place with education partners and stakeholders prior to the implementation of any new model.
This Government's continued investment in education will ensure that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs. We have been resolutely committed to protecting, and in some instances increasing, the level of investment being made to support children with special educational needs at a time when there has been a requirement to make expenditure reductions across a range of areas. It is an area of spending which has been prioritised above most other areas by this Government, despite the enormous pressures on all areas of public spending.
750. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of young persons with Down's syndrome (details supplied); and if she will make a statement on the matter. [46549/15]
View answerThe Deputy will be aware that students with a special educational needs, including those with Down syndrome, 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 Specialist Training Provision for persons with a disability organised through the ETB Sector who contract with Specialist Training Providers nationwide to deliver training 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.
Specialist training offers additional supports to learners, including individualised training and progression plans, literacy and numeracy support, longer training duration, adapted equipment, transport arrangements, enhanced programme content and lower 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.The main support for students with disabilities in higher and further education is provided by the Fund for Students with Disabilities, which is available to any full-time student in HE or FE with a verifiable disability.
In relation to higher education options for persons with intellectual disabilities, courses are provided for people with intellectual disabilities in the following higher education institutions: Trinity College Dublin, University College Cork, Mary Immaculate College, Limerick, St. Angela's College, Sligo, Dundalk Institute of Technology, Waterford Institute of Technology and Institute of Technology, Tralee. Course details are available on the websites of the relevant institutions.
751. Deputy Arthur Spring asked the Minister for Education and Skills if she will develop a Steiner school in County Kerry; and if she will make a statement on the matter. [46556/15]
View answer787. Deputy Brendan Griffin asked the Minister for Education and Skills why an application for a Steiner school at a location (details supplied) in County Kerry was refused; and if she will actively seek an alternative suitable facility. [46916/15]
View answerI propose to take Questions Nos. 751 and 787 together.
In the case of the location referred to by the Deputy, the school is in a remote location serving a small community. Under the proposal to the Catholic Patron for a potential change of patronage to Lifeways Ireland Limited, the long-term viability of the school would appear to rely on the enrolment of children who reside some 20 kms or more from the location referred to. Apart from the resultant cost of school transport provision, my Department will need to examine whether the school in question is serving the needs of the community.
Lifeways Ireland Limited are due to meet with my Department in the coming weeks to explore the matter further.
752. Deputy Paul J. Connaughton asked the Minister for Education and Skills when a decision will be made on an application by a school (details supplied) in County Galway under the summer works scheme; and if she will make a statement on the matter. [46583/15]
View answerI wish to advise the Deputy that commensurate with the level of funding available for the Summer Works Scheme, applications including that from the school referred to by the Deputy will be assessed on a top down basis in accordance with the prioritisation criteria outlined in the governing Circular Letter for the Scheme. This Circular Letter (0055/2015), is available on my Department's website www.education.ie.
It is my intention to publish a list of successful applicants at the end of February/early March 2016.
753. Deputy Dessie Ellis asked the Minister for Education and Skills why a person (details supplied) in Dublin 9 was denied a reader for the leaving certificate examination despite having dyslexia and literacy scores well below the required threshold. [46585/15]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
The State Examinations Commission operates a scheme of Reasonable Accommodations in the Certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
754. Deputy Mary Lou McDonald asked the Minister for Education and Skills the supports in place for students in secondary schools who suffer from dyslexia, memory impairments and severe receptive speech issues; and if she will make a statement on the matter. [46586/15]
View answerI wish to advise the Deputy that my Department provides for a range of services and supports to ensure that children with special educational needs can have access to an education appropriate to their needs.
All mainstream schools have been allocated additional teaching resources to cater for children with High Incidence special educational needs, including Specific Learning Disabilities (SLD), of which Dyslexia is one such SLD. Pupils with severe receptive speech issues may also qualify for supplementary teaching support from within the school's general allocation of learning support/teaching support. It is a matter for individual schools to use their professional judgment to identify pupils who will receive this support and to use the resources available to the school to intervene at the appropriate level with such pupils.
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. SENOs also make recommendations to my Department where assistive technology is required. The NCSE operates within my Department's criteria, as set out in Circular 0010/2013, in making recommendations for support such as computers and/or software where relevant professionals recommend the equipment as being essential for the provision of education.
The Special Educational Support Service also provides training courses for teachers of children with Dyslexia in the area of Dyslexia as well as support for in-school seminars and attendance at relevant conferences and seminars.
Further supports for children with Dyslexia in school include:- an information pack on Dyslexia for teachers and parents which has been made available to all primary and post-primary schools- reasonable accommodations in State Examinations such as the provision of a reader, use of a tape recorder or scribe, or a spelling and grammar waiver.
The provision of health supports, including Speech and Language Therapy services, is the responsibility of the Health Service Executive.
755. Deputy Eoghan Murphy asked the Minister for Education and Skills the support schemes available to persons who return to education following unemployment (details supplied); and if she will make a statement on the matter. [46590/15]
View answerThe options available to persons, returning to education following unemployment, can vary depending on each individual's particular set of circumstances.
Under the terms of the student grant scheme, grant assistance is awarded to students who meet the prescribed conditions of funding including those which relate to nationality, residency, approved course, previous academic attainment and means. To determine eligibility, a student may submit a fully completed online grant application to SUSI. However, I understand that the Grants Online Application system for the 2015/16 academic year is now closed for new applications.
The student to which the Deputy refers can still apply for support to the Access Office in the institution he is attending. The Student Assistance Fund is targeted at students in third-level institutions experiencing exceptional financial need. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances.
The student has further enquired about supports available under the back to education scheme. As the Deputy will be aware the Back to Education Allowance (BTEA) is administered by the Department of Social Protection. Enquiries in respect of the BTEA should be referred to that Department.
756. Deputy Michael Creed asked the Minister for Education and Skills if she has received an application under the summer works scheme from a school (details supplied) in County Cork; when a decision will be made; and if she will make a statement on the matter. [46596/15]
View answerI wish to advise the Deputy that commensurate with the level of funding available for the Summer Works Scheme, applications including that from the school referred to by the Deputy will be assessed on a top down basis in accordance with the prioritisation criteria outlined in the governing Circular Letter for the Scheme. This Circular Letter (0055/2015), is available on my Department's website www.education.ie.
It is my intention to publish a list of successful applicants at the end of February/early March 2016.
757. Deputy Terence Flanagan asked the Minister for Education and Skills to deal with a matter (details supplied) regarding a teaching degree; and if she will make a statement on the matter. [46597/15]
View answerInitial teacher education programmes for primary and post-primary teachers are facilitated through a range of concurrent (undergraduate) and consecutive (postgraduate) programmes. Minimum entry requirements for programmes of primary initial teacher education are set by my Department, in consultation with the Teaching Council. Applications for undergraduate programmes (4 year Bachelor of Education) are made through the Central Applications Office (CAO) and selection is based on the CAO points system. Places on the post graduate programmes are awarded on the basis of qualifications, an interview and an oral examination in Irish. Since September 2014, the 2 year Professional Masters of Education (PME) has replaced the 18 month Graduate Diploma in Education.
As part of the minimum academic requirements, all candidates, including school leavers, mature students and university graduates, must have a minimum of a Grade C in Higher Level in Irish in the Leaving Certificate, or an approved equivalent. All candidates for Primary initial teacher education post graduate programmes must hold an Honours Bachelor Degree (Major Award at Level 8 on the National Framework of Qualifications) or a major award at Level 9 or a major award at Level 10 on the National Framework of Qualifications.
758. Deputy Finian McGrath asked the Minister for Education and Skills to support matters (details supplied) regarding the provision of guidance counselling; and if she will make a statement on the matter. [46632/15]
View answerThe Deputy will be aware that I have made provision in Budget 2016 for some 2,260 additional teaching posts for our primary and post primary schools next year. These posts will provide for an improvement in the staffing schedules at primary and post primary levels, enhance the leadership and management roles of deputy principals at post-primary level by reducing their teaching time, an improvement to the scheme of release time for principal teachers at primary level and additional resource posts to meet special education needs. The allocation of a whole time equivalent of an additional 300 teachers to second level schools brings the basis of allocation from 19:1 to 18.7:1 for the school year 2016/17. This improvement of 0.3 in PTR allocation is a restoration of 50% of the teaching resources that were removed when the allocation of guidance posts was brought within quota. The delivery of the 50% restoration through a change in the PTR allocation will allow each school to determine how best to allocate the additional resources to meet the guidance needs of the school.
When the allocation for guidance was brought within quota DEIS schools were protected from the change by providing for a 18.25:1 allocation compared to the general 19:1 allocation. The position of DEIS schools will be further enhanced by a change to an allocation on the basis of 17.95:1.
759. Deputy John Browne asked the Minister for Education and Skills the status of an application for a reader for the leaving certificate for a person (details supplied) which had been refused; if she will examine this case and agree to provide the reader in this instance; and if she will make a statement on the matter. [46640/15]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
The State Examinations Commission operates a scheme of Reasonable Accommodations in the Certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
760. Deputy Colm Keaveney asked the Minister for Education and Skills the names of the persons she has nominated to serve in positions carrying remuneration, other than out-of-pocket expenses, on commissions, industrial, assurance, semi-State or other similar concerns; the amounts received annually in respect of each appointment; the name of the concern to which the appointment was made during the years 2011 to date; and if she will make a statement on the matter. [46662/15]
View answerThe Deputy should note that Board appointments, while made by me as Minister, are not in all cases made at my sole discretion. Individuals may be nominated for appointment by various organisations as specified in the relevant statute of the body concerned.
Under currently Guidelines for Appointments to State Boards, which can be viewed on the Department of Public Expenditure and Reform's website www.per.gov.ie, the process for filling vacancies on State Boards under the aegis of the Department is now normally managed by the Public Appointments Service (PAS), whereby applications are made through the dedicated website www.stateboards.ie. And an assessment process is undertaken by PAS leading to the creation of a list of candidates deemed suitable for appointments to boards.
Fees are paid to chairpersons and non-executive directors in accordance with the rates specified by the Department of Public Expenditure and Reform and relevant legislation as appropriate.
The information requested by the Deputy in relation to the fees paid in respect of appointments made by me and Minister Quinn between 2011 and 2015 are contained in the attached tables. The details included in the supplementary tables provide details in regard to State Boards, ad hoc boards and independent inquiry/appeals officers and include the sums paid annually as well as the name of the concerns to which the appointments were made.
Table 1 – Details relating to the 6 non-commercial State agency boards under the aegis of the Department of Education and Skills which are paid fees.
|
Name of Organisation |
Fee sums paid in 2011 |
Fee sums paid in 2012 |
Fee sums paid in 2013 |
Fee sums paid in 2014 |
Fee sums paid in 2015 |
|
Commission to Inquire into Child Abuse |
See Note 1 below |
||||
|
Grangegorman Development Agency |
8,836 |
8,713 |
8,978 |
8,978 |
6,734 |
|
Higher Education Authority |
130,604 |
86,526 |
88,921 |
88,921 |
84,473 |
|
Residential Institutions Redress Board (RIRB) 2 |
803,463 |
819,364 |
973,504 |
594,720 |
151,991 |
|
Residential Institutions Review Committee (RIRC) 3 |
78,327 |
83,052 |
78,718 |
183,913 |
57,450 |
|
State Examinations Commission |
41,200 |
10,300 |
NIL |
NIL |
42,750 |
Note 1: The Chairperson of the Commission to Inquire into Child Abuse (CICA) is a member of the Judiciary and is not paid by CICA. The ordinary members of the Commission, who were all salaried are not currently on payroll.
Note 2: In addition to the Redress Board’s Board member fees above, the Chair of the Redress Board is paid salary equivalent to a serving president of the Circuit Court, taking into account pension abatement (and further reductions under FEMPI 2013).
Note 3: In addition to the Review Committee’s fees, the chair of the Review Committee, a retired Supreme Court Judge’s remuneration is based on the Supreme Court Judge pay-scale, taking into account pension abatement. A voluntary 50% reduction was applied to this rate in September 2011 and a further voluntary 50% due to be applied in January 2016.
Tables continuing
Department of Education and Skills - Appointees to State Boards between 2011 and 2015
