Written Answers Nos. 87-95
87. Deputy Clare Daly asked the Minister for Education and Skills his plans to increase the number of autism spectrum disorder, ASD, units in mainstream schools in the next school year 2017/2018; and if he will make a statement on the matter. [14690/17]
View answerThe Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
The NCSE has advised that there are almost 18,000 students with ASD attending schools nationally. The Department of Education and Skills invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 63% of students to attend mainstream schools
- 23% to attend special classes in mainstream primary and post-primary schools, and
- 14% to attend special schools.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas as required. Special classes are part of a continuum of educational provision that enables students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools and are for students who have a recommendation for a special class placement in their professional reports.
Special classes offer a supportive learning environment to students with ASD who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day. Special classes for students with ASD are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.
Students enrolled in special classes should be included in mainstream classes to the greatest extent possible, in line with their abilities.
Progress in developing the network of Special Classes has been significant over the past 6 years.
In 2011 there were 548 special classes, of which 224 were primary ASD classes, 72 were post primary ASD classes and 34 were early intervention classes. The remaining 218 were special classes servicing children with mild to moderate/severe general learning difficulties and specific learning difficulties including speech and language difficulties.
There are currently 1,153 special classes, which is an increase of over 100% on the number available in 2011. Of these, 127 are ASD early intervention classes, 525 are primary ASD classes and 237 are post-primary ASD classes. The remainder are non ASD special classes.
The NCSE is currently engaging with schools in opening special classes where there is an identified need for special class provision. In so doing, they must take into account the present and future potential need, location and sustainability in looking to establish special classes in certain areas.
Details of all special classes for children with special educational needs are available on www.ncse.ie.
The NCSE recently launched guidelines for Boards of Management and Principals of Primary and Post Primary schools which provide information on setting up and organising special classes. These guidelines are available to download from www.ncse.ie.
88. Deputy Michael McGrath asked the Minister for Education and Skills if his Department and the National Council for Special Education, NCSE, can assist a family (details supplied) in Cork city to find a suitable secondary school place for a person with special needs. [14694/17]
View answerThe enrolment of a child to a school is a matter in the first instance for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools. Where a parent seeks to enrol their child in a school and that school refuses to enrol a pupil, the school is obliged to inform parents of their right under Section 29 of the Education Act 1998 to appeal that decision to the Secretary General of my Department. Only where an appeal under Section 29 is upheld, may the Secretary General of my Department direct a school to enrol a pupil.
The Education (Admission to Schools) Bill 2016, published on 6th July 2016 and passed second stage on 17th November 2016, provides that where a school has places available it must admit all applicants. The Bill also contains a provision for the National Council for Special Education (NCSE) to designate a school for a child who has no school place for reasons related to the child’s special educational needs, and for the Child and Family Agency to designate a school for a child who has no school place (other than a child with special educational needs). The NCSE or the Child and Family Agency will not be able to increase a school’s capacity, a school must have places available for a designation to be made.
The National Council for Special Education (NCSE) is responsible for organising and planning provision for children with Special Educational Needs, including establishing special classes in mainstream primary and post primary schools.
The NCSE, in consultation with the relevant education partners, must take into account the present and future potential need, location and sustainability in looking to establish special classes in certain areas.
Parents are encouraged to liaise with their local Special Educational Needs Organiser (SENO) to discuss supports available for their child using the contact details available on www.ncse.ie.
The NCSE also works in collaboration with the Educational Welfare Services (EWS) of the Child and Family Agency which is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child or can offer assistance where a child is out of school. The EWS may be able to offer assistance and advice on securing a school placement within a pupil's area. The contact details for the EWS is Educational Welfare Services, Child and Family Agency, Floors 2-5, Brunel Building, Heuston South Quarter, Dublin 8. Telephone 01 7718500 email: ewsinfo@tusla.ie.
Children with autism may be eligible for home tuition if a school placement is not available for them and/or where a determination is awaited in respect of an expulsion or refusal to enrol taken under section 29 of the Education Act, 1998. Details in relation to the Home Tuition schemes are available on my Department's website at www.education.ie.
89. Deputy Brendan Ryan asked the Minister for Education and Skills his plans to provide a solution for the year-on-year problem of over-subscription to a school (details supplied); if he will provide a solution as soon as possible; and if he will make a statement on the matter. [14709/17]
View answerI wish to advise the Deputy that my Department is monitoring the pupil enrolment position in the area in question, together with all areas nationally, to take account of updated demographic data. In that regard, my Department is aware of the demand for junior infant places in the area referred to and is liaising directly with the relevant schools.
There are a total of 13 primary schools in the school planning area in question with 11 schools enrolling junior infants – this includes two Junior Primary Schools (catering for Junior Infants to 2nd class) and two Senior Primary Schools (catering for third to sixth class).
The Department was contacted by one school in the Swords area to advise that they have a waiting list of over 100 children for September 2017. The indications are that pupils on the waiting list are also on the waiting lists for other schools and may already have been offered a school place. The Department has been in direct contact with a number of primary schools in the area concerned in respect of their junior infant capacity. In that regard it is understood that at least two primary schools are under subscribed and have expressed a willingness to enroll further junior infants in September 2017, if necessary.
The school enrolment position for September 2017 will be clarified when the schools concerned have completed their enrolment process in the coming weeks. In that context the Department understands that further offers of places will be made by schools with junior infant places remaining available for September 2017.
While the situation may result in some pupils not obtaining a place in the school of their first choice, the Department’s main responsibility is to ensure that the existing schools in the area can, between them, cater for the demand for Junior Infant places in September 2017. It is important that school size is monitored and that a balance is preserved among all schools in school planning areas to ensure that one school is not expanding at the expense of another school. In the meantime, my Department is monitoring the enrolment position in the area closely.
90. Deputy Brendan Smith asked the Minister for Education and Skills if he will consider the views and concerns of a primary school board of management (details supplied) in relation to schools' admission policies; if his attention has been drawn to the concerns of some schools under the patronage of Protestant churches in relation to changes to school admission policies and the adverse impact particularly on smaller schools in rural areas; and if he will make a statement on the matter. [14715/17]
View answerAs the Deputy will be aware I ran a public consultation process from 24th January to 20th March 2017 on the role of denominational religion in the school admission process and possible approaches for making changes.
I have stated that I believe that it is unfair that preference is given by publicly-funded religious schools to children of their own religion who might live some distance away, ahead of children of a different religion or of no religion who live close to the school.
I also believe that it is unfair that parents, who might otherwise not do so, feel pressure to baptise their children in order to gain admission to the local school and I intend to reform the school admissions system in relation to the role that religion can play in that process.
In the Consultation paper I set out four possible approaches for dealing with the issue, in primary schools in the first instance, including:
- A catchment area approach, prohibiting religious schools from giving preference to children of their own religion who live outside the catchment area ahead of non-religious children who live inside the catchment;
- A ‘nearest school rule’, allowing religious schools to give preference to a religious child only where it is that child’s nearest school of that particular religion;
- A quota system, which would allow a religious school give preference to children of its own religion in respect of only a certain proportion of places, meaning that the remaining places would be allocated based on other admissions criteria – proximity to the school, lottery etc.;
- An outright prohibition on religious schools using religion as a factor in admissions, meaning that all places would be allocated based on other factors. Within this approach, there is capacity to allow religious schools to require parents or students to indicate some support or respect for the ethos of the school.
I am mindful of the need to avoid possible pitfalls and unintended consequences with each of these approaches, including possible impacts on minority religions and on the wishes of Protestant, Jewish, Islamic and other communities to be able to run schools in accordance with their ethos and admit children from their communities to attend those schools.
Other possible consequences to be avoided include possible breaches of the constitution, technical and administrative difficulties impacting on the capacity to effectively run the system of over 4000 schools and the possibility of creating ‘postcode lotteries’, such as other countries have experienced, resulting in pronounced divergence in the quality of schools in more advantaged compared to less advantaged areas.
The 8 week phase of receiving written submissions is part of the broader 12 week consultation process which will include additional steps, including any follow-up consultation that is required, collation of responses and development of next steps.
My Department has begun the process of examining the submissions, which includes the submission to which the Deputy refers, and formulating next steps. Clearly I will not make any decisions around next steps until such time as all of the submissions have been examined and considered.
91. Deputy Jack Chambers asked the Minister for Education and Skills the details of any payments made by his Department, its agencies or any bodies under his aegis to any broadcasters here in the years 2014, 2015 and 2016; the broadcaster to which the funds were provided; the reason for the payments; and if there are any reasons for payments to broadcasters in 2017. [14721/17]
View answerThe details sought by the Deputy are not readily available. Officials in my Department are collating the information and I will arrange to have it forwarded to the Deputy as soon as it becomes available.
The following deferred reply was received under Standing Order 42A
I refer to Parliamentary Question No. 14721 of 23 March 2017 in which you asked for details of any payments made by my Department and its aegis bodies to any broadcasters in the years 2014, 2015 and 2016; the broadcaster to which the funds were provided; the reason for the payments; and if there are any reasons for payments to broadcasters in 2017.
In my reply, I had stated that the information sought was not available at the time but would be forwarded to you separately. I am now in a position to provide the relevant information.
The details of expenditure incurred for broadcasting costs in the relevant years requested in respect of my Department and its agencies are set out in the tables.
|
Department of Education and Skills |
|||
|
1. All-Island Schools Drama Competition |
|||
|
Payments incurred relate to RTÉ costs for the Ireland 2016 – All Island Primary schools drama competition run in collaboration with the Abbey Theatre and RTÉ. This competition encouraged Irish primary school children to write their own short play for the Abbey stage. It is not anticipated that any costs will be incurred in 2017 in relation to this competition. |
|||
|
Payee |
2014 |
2015 |
2016 |
|
RTÉ Commercial Enterprise |
€0.00 |
€0.00 |
€1,000.00 |
|
Agencies or Bodies under Aegis of the Department |
|||
|
1. Student Universal Support Ireland (SUSI) |
|||
|
Expenditure incurred as part of the advertising campaign in relation to the opening and closing dates of the student grant on-line application system. SUSI have yet to conduct their advertising campaign for the 2017/2018 academic year but it is anticipated they will commence advertising the opening of the student grant on-line system in the forthcoming weeks which will incur broadcasting costs in 2017. |
|||
|
Payee |
2014 |
2015 |
2016 |
|
98FM |
€3,044.25 |
€6,455.04 |
€3,936.00 |
|
Independent Radio Sales Ltd |
€15,999.84 |
€0.00 |
€0.00 |
|
Newstalk |
€18,142.68 |
€0.00 |
€0.00 |
|
RTE Accounts Department |
€23,213.79 |
€21,242.10 |
€19,065.00 |
|
Shawnee Ltd T/A Urban Media |
€28,150.56 |
€11,987.58 |
€11,906.40 |
|
Today FM |
€9,409.50 |
€0.00 |
€0.00 |
|
Communicorp One Limited |
€0.00 |
€12,054.00 |
€23,062.50 |
|
iRadio LTD |
€0.00 |
€1,476.00 |
€0.00 |
|
Spin 103.8 |
€0.00 |
€3,444.00 |
€2,214.00 |
|
Total |
€97,960.62 |
€56,658.72 |
€60,183.90 |
|
2. Higher Education Authority Expenditure on Springboard: |
|||
|
Expenditure incurred for advertisement slots on local and national radio stations for the Springboard Campaign. This campaign will also be run in 2017 so further expenditure will be incurred, the full details of which are not known at this stage. |
|||
|
Payee |
2014 |
2015 |
2016 |
|
Beat 102 to 103 |
€0.00 |
€0.00 |
€2,410.80 |
|
Cork 96fm |
€2,402.19 |
€1,918.80 |
€0.00 |
|
Corks Red FM |
€0.00 |
€1,845.00 |
€4,450.14 |
|
Galway Bay FM |
€0.00 |
€1,845.00 |
€1,918.80 |
|
Highland Radio |
€738.00 |
€0.00 |
€1,726.92 |
|
Limerick Live 95fm |
€0.00 |
€672.81 |
€0.00 |
|
LMFM Radio |
€615.00 |
€0.00 |
€0.00 |
|
Midlands 103 |
€0.00 |
€0.00 |
€676.50 |
|
Radio Telefis Eireann |
€38,371.08 |
€11,999.88 |
€12,300.00 |
|
South East Radio |
€738.00 |
€0.00 |
€0.00 |
|
Spin 1038 |
€0.00 |
€0.00 |
€4,833.90 |
|
WLRfm |
€615.00 |
€0.00 |
€0.00 |
|
Grand Total |
€43,479.27 |
€18,281.49 |
€28,317.06 |
|
3. Higher Education Authority Expenditure on Enterprise Partnership Scheme |
|||
|
Enterprise Partnership Scheme expenditure was for a promotional video in 2014 and there are no plans for further expenditure on this scheme. |
|||
|
Payee |
2014 |
2015 |
2016 |
|
Radio Telefis Eireann |
€18,098.31 |
€0.00 |
€0.00 |
92. Deputy Niamh Smyth asked the Minister for Education and Skills his plans to implement an autism spectrum disorder, ASD, unit in all primary schools here; the action being taken to support children that find themselves left behind in the classroom; and if he will make a statement on the matter. [14732/17]
View answerThe Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
The NCSE has advised that there are almost 18,000 students with ASD attending schools nationally. The Department of Education and Skills invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 63% of students to attend mainstream schools
- 23% to attend special classes in mainstream primary and post-primary schools, and
- 14% to attend special schools.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas as required.
Special classes are part of a continuum of educational provision that enables students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools and are for students who have a recommendation for a special class placement in their professional reports.
Special classes offer a supportive learning environment to students with ASD who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day. Special class for students with ASD are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children. Students enrolled in special classes should be included in mainstream classes to the greatest extent possible, in line with their abilities.
Progress in developing the network of Special Classes has been significant over the past 6 years.
In 2011 there were 548 special classes, of which 224 were primary ASD classes, 72 were post primary ASD classes and 34 were early intervention classes. The remaining 218 were special classes for children with mild to moderate/severe general learning difficulties and specific learning difficulties including speech and language difficulties.
There are currently 1,153 special classes, which is an increase of over 100% on the number available in 2011 and an increase of approx. 16% on 2015/16 classes for children with Autism. These classes comprise of 889 classes for children with Autism; 127 early intervention classes, 525 primary ASD classes and 237 post-primary ASD classes.
My Department has no plans to open ASD classes in all primary schools. The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas.
In this regard, the NCSE is currently engaging with schools in opening special classes where there is an identified need for special class provision for children whose assessed needs clearly indicate the need for Special Class provision.
Details of all special classes for children with special educational needs are available on www.ncse.ie.
Parents of children with special educational needs can contact their local SENO directly to discuss their child's special educational needs and to seek assistance in identifying placement options, using the contact details available on www.ncse.ie.
It is general practice to include a Special Needs Unit in the accommodation brief for new school buildings, unless local circumstances indicate that it will not be required. In addition, my Department may also provide capital funding to schools to establish special needs provision e.g. re-configure existing accommodation to provide a special class where this has been approved by the National Council for Special Education through its network of local Special Educational Needs Organisers.
The NCSE recently launched guidelines for Boards of Management and Principals of Primary and Post Primary schools which provide information on setting up and organising special classes. These guidelines are available to download from www.ncse.ie.
My Department provides a range of supports 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.
The range of supports and services which are made available include additional learning and resource teaching support, Special Needs Assistants support, 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 NCSE also provides information for Parents of Children with Special Education Needs through its website (www.ncse.ie) and Pamphlet Series which inform parents and guardians of supports and services available for children and young people with ASD and their families.
The NCSE has published updated policy advice on the Educational Provision for Children with Autism Spectrum Disorders. In developing this policy advice, the NCSE consulted widely with parents, professionals and other stakeholders and interested parties while also conducting research. The report includes 11 key Recommendations which focus on improvements which might be considered to the range of provisions which are currently available for children with Autism in schools.
The NCSE also have a range of Information Booklets available on their website (http://ncse.ie/information-booklets-pamphlets-2) for parents of children with special educational needs, which are written for parents to answer key questions they may have about special education, both generally and as it relates to their child.
The availability and provision of health-related therapy services, including speech and language, occupational therapy and sensory therapy support, is the responsibility of the Health Service Executive (HSE), and matters in relation to the provision of such services should be directed to the Minister for Health through the Health Service Executive. My Department has no responsibility or mandate for such services.
93. Deputy Martin Heydon asked the Minister for Education and Skills the work being undertaken in his Department to consider the inclusion of Polish into the secondary school syllabus from junior cycle upwards, in view of the increase in Polish-speaking citizens living here and the growing importance of the language here; and if he will make a statement on the matter. [14753/17]
View answerMy Department is currently finalising its Foreign Languages in Education Strategy and publication is expected shortly. Some 80 submissions were received during the consultation process, which is informing the Strategy. Submissions, including those from the Polish community, have been considered as part of the evidence base used in informing the development of the Strategy. I am very aware of the concerns of the Polish community, and acknowledge that the large Polish immigrant population now living in Ireland provides this country with a social, cultural and national resource that I welcome and want to nurture.
A number of meetings have taken place between officials from my Department and Polish representatives, including with representatives of the Polish embassy in September (along with Lithuanian, Latvian, and Romanian embassy representatives) to discuss the possibilities for Polish and other languages within the Foreign Languages Strategy. There was also a meeting with the Polish Ambassador in November 2016. I myself also met with the Polish Minister of Foreign Affairs, Mr. Waszczykowski, when he visited Ireland in November last, and agreed to investigate the possibility of setting up a number of pilot projects in relation to providing Polish in schools. More recently, the issue of teaching Polish in Irish schools was among the items discussed when the Taoiseach met the Polish Prime Minister in Warsaw on 9 February.
The Deputy will be aware that Polish is offered as one of the suite of non-curricular Leaving Certificate EU languages (it is one of 16 languages offered in this way, and is also the most popular). The Foreign Languages in Education Strategy is considering the role of these Leaving Certificate non-curricular EU languages.
94. Deputy Róisín Shortall asked the Minister for Education and Skills his plans to increase the number of autism spectrum disorder, ASD, units within primary and secondary schools; and if he will make a statement on the matter. [14757/17]
View answerThe Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
The NCSE has advised that there are almost 18,000 students with ASD attending schools nationally. The Department of Education and Skills invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 63% of students to attend mainstream schools
- 23% to attend special classes in mainstream primary and post-primary schools, and
- 14% to attend special schools.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas as required. Special classes are part of a continuum of educational provision that enables students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools and are for students who have a recommendation for a special class placement in their professional reports.
Special classes offer a supportive learning environment to students with ASD who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day. Special class for students with ASD are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.
Students enrolled in special classes should be included in mainstream classes to the greatest extent possible, in line with their abilities.
Progress in developing the network of Special Classes has been significant over the past 6 years.
In 2011 there were 548 special classes, of which 224 were primary ASD classes, 72 were post primary ASD classes and 34 were early intervention classes. The remaining 218 were special classes service children with mild to moderate/severe general learning difficulties and specific learning difficulties including speech and language difficulties.
There are currently 1,153 special classes, which is an increase of over 100% on the number available in 2011. Of these, 127 are ASD early intervention classes, 525 are primary ASD classes and 237 are post-primary ASD classes. The remainder are non ASD special classes.
The NCSE is currently engaging with schools in opening special classes where there is an identified need for special class provision. In so doing, they must take into account the present and future potential need, location and sustainability in looking to establish special classes in certain areas.
Details of all special classes for children with special educational needs are available on www.ncse.ie.
The NCSE recently launched guidelines for Boards of Management and Principals of Primary and Post Primary schools which provide information on setting up and organising special classes. These guidelines are available to download from www.ncse.ie.
95. Deputy Róisín Shortall asked the Minister for Education and Skills the details of the provision of readers for Irish examinations in the junior and leaving certificate in a situation in which a person with dyslexia has been granted a reader for the English exam but refused for Irish; and if he will make a statement on the matter. [14759/17]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. The Commission in this regard 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.
