Ruth Coppinger
Question:329. Deputy Ruth Coppinger asked the Minister for Education and Skills the cost of reducing pupil-teacher ratio to 1:18. [34558/17]
View answerPupil-Teacher Ratio
Questions (329)
Written answers
Budget 2017 sets out the resources available for schools in the 2017/18 school year. This Budget represents the start of a major reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade. The budget provides for over 2,400 additional teaching posts for our primary and post-primary schools in the coming school year.
Each 1 point adjustment to the pupil teacher ratio at post primary level is estimated to cost in the region of €63m per annum.
It is my intention to make further improvements to class sizes over the life of the Government. However, I recognise that there are needs across the system which have to be balanced in the decisions made in each Budget.
School Staff
Questions (330)
Ruth Coppinger
Question:330. Deputy Ruth Coppinger asked the Minister for Education and Skills the cost of reversing the cuts to guidance teachers. [34559/17]
View answerWritten answers
Measures announced by my Department as part of Budget 2016 and 2017 mean that 400 guidance posts, or two thirds of the guidance allocation that was withdrawn in Budget 2012, will be restored to schools from September 2017.
All of these 400 posts are allocated separately and transparently on the normal staffing schedule of posts for schools. The restoration of these posts will allow each school to determine how best to allocate the additional resources to meet the guidance needs of the school in accordance with the School's Guidance Plan.
The cost of restoring the remaining posts is in the region of €13m. This will be considered in the context of future Budgets, however there are needs across the system which have to be balanced in the decisions made in each budget.
School Curriculum
Questions (331)
Ruth Coppinger
Question:331. Deputy Ruth Coppinger asked the Minister for Education and Skills the estimated annual cost of introducing a comprehensive universal programme of sex education in all schools. [34560/17]
View answerWritten answers
Section 9(b) of the Education Act 1998 requires schools to provide the curriculum as prescribed by my Department. Currently, that includes the requirement to provide a Relationships and Sexuality Education (RSE) programme for all students. The RSE programme is delivered in the context of Social, Personal and Health Education (SPHE) for students from primary to the end of Junior Cycle. A separate RSE Programme is in place for Senior Cycle.
Through RSE, formal opportunities are provided for students to acquire knowledge and understanding of human sexuality. The topics included are intended to develop in students respect for one’s own sexuality and the sexuality of others. It is a requirement that all aspects of the RSE curriculum, including those in relation to sexual orientation, contraception, sexually transmitted infections etc. should be covered.
There is the option to opt out of SPHE under Section 30.2 (e) of the Education Act 1998, which does not oblige any student to attend instruction in any subject which is contrary to the conscience of the parent of the student, or in the case of a student who has reached the age of 18 years, the student.
School Patronage
Questions (332)
Thomas Byrne
Question:332. Deputy Thomas Byrne asked the Minister for Education and Skills the number of meetings he or his officials have had with senior members of the Catholic Church or Catholic patrons bodies in regard to school divestment or school admissions and enrolment since coming to office. [34624/17]
View answerWritten answers
As Minister, I am consulting with all education stakeholders on an ongoing basis and on a range of issues. My officials, advisors and I have had regular engagement with all groups with an involvement in the issue of patronage, including the Catholic Church and other patron bodies, since I took up office. This includes interaction in relation to the plans to change the patronage of schools in line with the programme for government commitments as well as the previous patronage divesting process.
As the Deputy will be aware, following discussions on patronage divesting with education stakeholders and patron bodies in 2016, on the 30th January, 2017, I announced new plans aimed at providing more multi-denominational and non-denominational schools across the country, in line with the choices of parents, families and school communities and the Programme for Government commitment in this area. While these new structures are being introduced, my Department will continue to work with the main stakeholders to progress delivery of diversity in areas already identified, in 2017 and beyond.
In relation to school admissions, as the Deputy is aware I carried out a consultation process in relation to the role of denominational religion in the school admission process. The first step in this consultation process invited written submissions from the public, schools and interest groups between 24th January and 20th March 2017. The written consultation process attracted almost 1,000 responses from a combination of individuals, schools and stakeholder organisations, including those representing the Catholic Church. Following the conclusion of the written consultation period, I held a public Forum on 29th May 2017 on the role of religion in primary school admissions, which was attended by over 120 individuals.
This is a highly complex and difficult issue. There are no easy solutions to this problem, with difficulties in areas including constitutional law, administration of the schools system and protection of minority religious groups.
I have and will continue to consult with people and groups, including the Catholic Church, who stand to be affected by any changes in this area.
Summer Works Scheme Applications
Questions (333)
Bobby Aylward
Question:333. Deputy Bobby Aylward asked the Minister for Education and Skills the position regarding the summer works scheme application by a school (details supplied); when decisions on applications for the summer works scheme will be issued; and if he will make a statement on the matter. [34657/17]
View answerWritten answers
I can confirm that my Department is in receipt of a Category 7 application, replacement of windows, under the Summer Works Scheme (2016-2017), from the school in question.
The Deputy will be aware that I announced details of the successful applicants under round two of the Summer Works Scheme (SWS) (2016-2017) for categories 3 – 6, on the 3rd May last, details of which are published on my Department's website, www.education.ie.
Funding of €47 million is being made available for vital school projects in school buildings; 438 schools nationwide will benefit from this announcement.
In total, funding of almost €80 million has now been approved in respect of 635 schools for Categories 1 to 6 under the multi-annual Summer Works Scheme (2016-2017). Nearly 50% of all schools have applied for inclusion under the scheme which reflects a very high demand. Details of successful school applicants, in respect of Categories 1 to 6 can be accessed on my Department's website www.education.ie.
The matter of considering additional categories is reliant on further funding becoming available to my Department.
Schools Building Projects Applications
Questions (334)
Bobby Aylward
Question:334. Deputy Bobby Aylward asked the Minister for Education and Skills if he will reconsider the application for temporary accommodation by a school (details supplied) with a view to increasing the funding allocation in line with the original sum requested for urgent works; and if he will make a statement on the matter. [34658/17]
View answerWritten answers
I wish to advise the Deputy that my Department approved funding to the school in question to construct a permanent special education tuition room. The room in question is the standard room provided for this purpose. My Department has written to the school recently to clarify the position relating to its application.
School Patronage
Questions (335)
Róisín Shortall
Question:335. Deputy Róisín Shortall asked the Minister for Education and Skills his plans to address the concerns of many parents and a group (details supplied) with respect to the lack of transparency in the decision making process regarding patronage of schools, in which church interests seem to have precedence over parents' wishes, as evidenced by the recent decision to sanction the transfer of a school (details supplied) to be a community national school contrary to the express wishes of parents; and if he will make a statement on the matter. [34673/17]
View answerWritten answers
As the Deputy will be aware, following discussions on patronage divesting with education stakeholders and patron bodies in 2016, on the 30th January, 2017, I announced new plans aimed at providing more multi-denominational and non-denominational schools across the country, in line with the choices of parents, families and school communities and the Programme for Government commitment in this area.
The Schools Reconfiguration for Diversity process for supporting transfers of schools to multi-denominational patrons in response to the wishes of local families is based around principles of transparency and cooperation. Therefore, there will be a very substantial level of consultation of local communities in the process, both with the Education and Training Boards in the initial phase to establish evidence of demand by consulting pre-school parents and subsequently through the requirement for the existing patron to consult with local community and school interests in proposing to transfer patronage of an existing school to an alternative patron body.
In that process, the existing patron will also take into account proposals from all prospective multi-denominational patrons that wish to be considered. In the final instance, an application for a formal transfer of patronage will have to be made by the existing patron under the Education Act 1998, which will require my approval.
The process also allows for potential “early movers” – schools in respect of which a desire for patronage reassignment has been expressed in advance of the Schools Reconfiguration for Diversity process commencing. In cases such as the school referred to by the Deputy, individual “early movers” are being facilitated with immediate transfers to multi- or non-denominational patrons where the school community and the current patron have already opted voluntarily to do so.
The Patron of the school referred to by the Deputy indicated that the decision to lease the property to Kerry ETB for the purposes of providing a community national school was made in consultation with and fully in line with the wishes of the local community.
A local meeting was held on the 2nd March, 2017, organised by a community group comprising parents/families of children from the local area who previously attended the school and attended by over 70 members of the local community. Following the meeting, the group formally requested the patron to allow the school to be made available as a community national school.
I would point out that the previous model of divestment yielded only a very limited number of schools for transfer to multi-denominational patrons (10 since 2013). I believe that the new schools reconfiguration for diversity process has the potential to significantly increase patron diversity in our school system with a target of reaching 400 multi-denominational and non-denominational schools by 2030.
While these new structures are being introduced, my Department will continue to work with the main stakeholders to progress delivery of diversity in areas already identified, in 2017 and beyond.
School Transport Eligibility
Questions (336)
Róisín Shortall
Question:336. Deputy Róisín Shortall asked the Minister for Education and Skills if there is a written policy in his Department that defines which religions are deemed minority; and, if not, the way in which his Department decide eligibility regarding ethos as part of the application; and the way in which children of no religion are considered under the scheme, in view of the fact that the education transport scheme for second level states that eligibility is granted with regard to ethos to allow for transport for minority religions. [34705/17]
View answerWritten answers
School transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently almost 116,000 children, including some 12,000 children with special educational needs, are being transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
In relation to school transport provision, ethos relates to religious ethos and is in the context of provision for minority religions.
While it is the prerogative of parents to choose the school that they wish their children to attend, eligibility for school transport is determined by the distance that children reside from their nearest school.
The terms of the School Transport Scheme are applied equitably on a national basis.
Apprenticeship Data
Questions (337)
Niall Collins
Question:337. Deputy Niall Collins asked the Minister for Education and Skills the spend on apprenticeship training in 2016 and the allocation for 2017; the breakdown of male and female apprentices in training by each employment sector and sub sector in 2016 and to date in 2017, in tabular form; and if he will make a statement on the matter. [34713/17]
View answerWritten answers
A total of €69.6 million was spent on apprenticeship training in 2016. A budget allocation of €98.7 million has been made available for apprenticeships training in 2017, an increase of over 40%.
The information requested by the Deputy in respect apprenticeship training in 2016 and to date in 2017 is set out in the following tabular statement.
Apprentice Population 2016 - 2017 by Sector, Trade & Gender
|
Population at end: |
2016 |
2017 to date |
||||
|
Female |
Male |
Grand Total |
Female |
Male |
Grand Total |
|
|
Construction Total |
6 |
2,243 |
2,249 |
6 |
2,479 |
2,485 |
|
Brick and Stonelaying |
87 |
87 |
100 |
100 |
||
|
Cabinet Making |
3 |
3 |
3 |
3 |
||
|
Carpentry and Joinery |
1 |
881 |
882 |
1 |
961 |
962 |
|
Floor and Wall Tiling |
- |
|||||
|
Painting and Decorating |
1 |
50 |
51 |
1 |
57 |
58 |
|
Plastering |
37 |
39 |
53 |
53 |
||
|
Plumbing |
2 |
1,032 |
1,034 |
2 |
1,150 |
1,152 |
|
Stonecutting and Stonemasonry |
27 |
27 |
30 |
30 |
||
|
Wood Manufacturing and Finishing |
2 |
126 |
128 |
2 |
125 |
127 |
|
Wood Machinist |
- |
|||||
|
Electrical Total |
19 |
4,127 |
4,158 |
18 |
4,599 |
4,617 |
|
Aircraft Mechanics |
146 |
146 |
140 |
140 |
||
|
Electrical |
16 |
3,394 |
3,410 |
16 |
3,807 |
3,823 |
|
Electrical Instrumentation |
1 |
259 |
260 |
1 |
274 |
275 |
|
Electronic Security Systems |
61 |
61 |
87 |
87 |
||
|
Instrumentation |
1 |
29 |
30 |
1 |
34 |
35 |
|
Refrigeration |
1 |
238 |
239 |
257 |
257 |
|
|
Engineering Total |
1 |
1,639 |
1,640 |
2 |
1,726 |
1,728 |
|
Farriery |
15 |
15 |
17 |
17 |
||
|
Industrial Insulation |
31 |
31 |
34 |
34 |
||
|
M.A.M.F. |
578 |
578 |
1 |
586 |
587 |
|
|
Metal Fabrication |
618 |
618 |
655 |
655 |
||
|
*Pipefitting |
1 |
59 |
60 |
1 |
74 |
75 |
|
Sheet Metalworking |
94 |
94 |
115 |
115 |
||
|
Toolmaking |
244 |
244 |
245 |
245 |
||
|
Motor Total |
6 |
2,243 |
2,249 |
6 |
2,304 |
2,310 |
|
Agricultural Mechanics |
148 |
148 |
157 |
157 |
||
|
Construction Plant Fitting |
215 |
215 |
225 |
225 |
||
|
Heavy Vehicle Mechanics |
470 |
470 |
481 |
481 |
||
|
Motor Mechanics |
6 |
1,258 |
1,264 |
6 |
1,282 |
1,288 |
|
Vehicle Body Repairs |
152 |
152 |
159 |
159 |
||
|
Printing & Paper Total |
1 |
18 |
19 |
1 |
18 |
19 |
|
Print Media |
1 |
18 |
19 |
1 |
18 |
19 |
|
Printing |
||||||
|
Bookbinding |
||||||
|
Grand Total |
33 |
10,270 |
10,315 |
33 |
11,126 |
11,159 |
Data extracted from MIS End-of-Year 2010-2015 - 13.12.16
*Please note: From end of 2016 Pipefitting is included in the Engineering Family of Trade.
Consortia Led Apprenticeships Total 2016/2017
|
- |
Female |
Male |
Grand Total |
|
Electrical |
|||
|
Industrial Electrical Eng |
12 |
12 |
|
|
Engineering |
|||
|
Manufacturing Engineering (Level 6) |
9 |
9 |
|
|
Manufacturing Engineering (Level 7) |
2 |
5 |
7 |
|
Polymer Processing Tech |
16 |
16 |
|
|
Financial Services |
|||
|
Insurance Practice |
27 |
43 |
70 |
|
Total (Consortia-Led) |
29 |
85 |
114 |
|
Grand Total (All) |
29 |
85 |
11,273 |
Schools Building Projects Applications
Questions (338)
Robert Troy
Question:338. Deputy Robert Troy asked the Minister for Education and Skills the status of applications for works submitted by schools (details supplied). [34749/17]
View answerWritten answers
As the Deputy is aware, building projects for the schools in question are included in my Department's 6 Year Construction Plan. It is my Department’s intention to initiate the architectural planning process for the building projects in question shortly and my Department has been in contact with both schools recently in this regard.
Schools Building Projects Applications
Questions (339)
Robert Troy
Question:339. Deputy Robert Troy asked the Minister for Education and Skills the status of applications for works submitted by schools (details supplied). [34750/17]
View answerWritten answers
The Deputy will be aware that building projects for the schools referred to in the details supplied are included in my Department's 6 Year Construction Programme. The preparatory work required to initiate the architectural planning process for the building projects at the schools is being undertaken. My Department will be in contact with both school authorities in the context of advancing the architectural planning process for the building projects at the schools in due course.
School Equipment
Questions (340)
Robert Troy
Question:340. Deputy Robert Troy asked the Minister for Education and Skills the status of applications for works submitted by a school (details supplied). [34751/17]
View answerWritten answers
I wish to advise the Deputy that the school in question has clarified to my Department that the application in question relates to a request for furniture grant for a new class being established by the school. The school has advised my Department that it received confirmation of grant approval from my Department last month.
School Staff
Questions (341)
Robert Troy
Question:341. Deputy Robert Troy asked the Minister for Education and Skills if he will confirm that a school (details supplied) will retain its third teacher when school restarts in September 2017. [34752/17]
View answerWritten answers
The criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The school referred to by the Deputy submitted an application for consideration by the Appeals Board at its April 2017 meeting under the small school criterion. The appeal was provisionally approved by the Appeals Board pending confirmation of the actual enrolments in September 2017. The school has been notified of the outcome of the appeal. The Appeals Board operates independently of the Department and its decision is final.
School Accommodation Provision
Questions (342)
Robert Troy
Question:342. Deputy Robert Troy asked the Minister for Education and Skills if he will grant an application for additional accommodation at a school (details supplied). [34753/17]
View answerWritten answers
I wish to advise the Deputy that the school in question has submitted an application to my Department for capital funding for additional accommodation. The application will be considered and a decision will be conveyed to the school authority as soon as the assessment process has been completed.
Education and Training Boards Expenditure
Questions (343)
Robert Troy
Question:343. Deputy Robert Troy asked the Minister for Education and Skills if he will give authority to the Westmeath Longford Education Training Boards to release the proceeds from the sale of Castlepollard Community College for reinvestment in the region. [34754/17]
View answerWritten answers
I wish to advise the Deputy that provision has already been made for the use of the majority of the funds realised from the sale of the property in question. The further utilisation of the balance of the funds involved remains under consideration and the ETB will be advised in due course.
Special Educational Needs Service Provision
Questions (344)
Robert Troy
Question:344. Deputy Robert Troy asked the Minister for Education and Skills further to Parliamentary Question No. 318 of 2 May, 2017 the way in the roll-out of the general allocation model for resource hours may have an affect. [34755/17]
View answerWritten answers
The National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of Special Educational Needs Organisers (SENOs), for processing applications from schools for special educational needs supports, including SNA support.
The NCSE allocates SNA support to schools in accordance with the criteria set out in my Department's Circular 0030/2014, which is available on my Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.
Responsibility for deciding on the quantum of educational supports and resources to be allocated to schools to support individual pupils rests with the NCSE. It should be noted that SNA allocations are not made to individual children, but are made to schools to support the care needs of children with assessed special educational needs in the school.
The level of SNA support allocated to schools can change from year to year, as students with care needs leave the school, as new students with care needs enrol, or as students develop more independent living skills as they get older and their care needs diminish over time.
In circumstances where a school, or parent, is unhappy with the allocation of SNA support which has been made, or considers the level of support allocated is not sufficient to meet the care needs of the pupils concerned, the school or parent, may appeal that decision via the NCSE appeals process. Details of the NCSE appeals process is available at www.ncse.ie.
DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017 which set out the details of the new model for allocating special education teachers to schools.
The new Special Education Teaching allocation model provides a single unified allocation for special educational support teaching needs to each school, based on a school’s educational profile.
This allocation will allow schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school. Therefore the allocation for low incidence teaching support previously made for the child referred to in this question, will have been included in total profiled allocation for the school.
The school may continue to provide the additional teaching support in the same manner as previously or may revise the manner of the delivery of additional teaching support.
The new allocation model gives greater flexibility to schools in relation to the manner in which they use their resources. Schools may deploy special education teachers in a variety of ways in order to effectively meet pupils’ needs, for example, in-class support, small groups, team teaching or withdrawal.
The provision of support for small groups of pupils, or use of in class support teaching for a number of pupils, as opposed to primarily one to one teaching, also means that qualifying pupils will often be able to receive more support than they otherwise would have done.
My Department recently published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model. These guidelines are available at http://www.education.ie/en/The-Department/Announcements/Guidelines-for-Schools-Supporting-Children-with-Special-Educational-needs-in-Mainstream-Schools.html
The guidelines will support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it.
The guidelines also advise that effective communication and engagement with parents is an important part of moving towards a needs-based approach to the allocation of additional teaching resources and that this is enhanced when parents are consulted in relation to their child’s needs, support plan.
Where parents are concerned as to the manner in which their child will be supported under the new allocation model they should discuss with their child’s class teacher, or the school Principal, the manner in which teaching support can be provided for their child next year. Such discussion may alleviate some of the concerns they may have regarding the manner in which teaching support can be provided in the coming school year.
Schools Property
Questions (345)
Robert Troy
Question:345. Deputy Robert Troy asked the Minister for Education and Skills if a scheme is available whereby old portacabins previously used in schools are leased or given to groups (details supplied). [34756/17]
View answerWritten answers
I wish to advise that a scheme as described by the Deputy is not available. Typically, schools may lease prefabs from prefab suppliers pending the construction of a permanent building. The schools subsequently arrange for the removal and return of the prefabricated units to the prefab suppliers at the end of the rental contract period.
Departmental Expenditure
Questions (346)
Robert Troy
Question:346. Deputy Robert Troy asked the Minister for Education and Skills his Department's land purchaser budget each year for the past five years; and the number of sites that have been acquired each year. [34757/17]
View answerWritten answers
Please see the following table outlining the total spend of the Site Acquisition and Property Management section of my Department for the years 2012-2016.
Please note that a site purchase may involve two payments: deposit and final amount, which may be spread across different years.
In addition the total site and property management expenditure includes the direct cost of site acquisitions as well as ancillary costs such as the procurement of valuations and other property related costs.
The total number of sites acquired in a given year includes sites which transferred to my Department under the Redress scheme.
Site Acquisitions 2012 - 2016
|
Year |
Total Expenditure |
No. of sites acquired |
|
(€m) |
- |
|
|
2016 |
31.634 |
22 |
|
2015 |
12.956 |
7 |
|
2014 |
21.000 |
12 |
|
2013 |
11.460 |
12 |
|
2012 |
21.525 |
8 |
International Students
Questions (347)
Robert Troy
Question:347. Deputy Robert Troy asked the Minister for Education and Skills the percentage of third level places taken up by international students. [34758/17]
View answerWritten answers
The most recent data available on the percentage of international students studying in Department of Education and Skills aided Higher Education Institutions is for the academic year 2015/2016. The information provided by Higher Education Institutions to the Higher Education Authority indicates that in the academic year 2015/2016, 8.7% of full time students were of Non-EU domicile of origin and 2.9% of students were from other EU countries.
Special Educational Needs Service Provision
Questions (348)
Paul Kehoe
Question:348. Deputy Paul Kehoe asked the Minister for Education and Skills the status of a decision to provide a special class in a school (details supplied); and if he will make a statement on the matter. [34804/17]
View answerWritten answers
The policy of my Department is that children with special educational needs should be included, where possible and appropriate, in mainstream school placements with additional supports provided. In circumstances where children with special educational needs require more specialised interventions, special school or special class places are also available.
Special classes within mainstream schools are intended for children who, by virtue of their level of Special Educational Needs, cannot reasonably be educated in a mainstream class setting, but who can still attend their local school in a special class with a lower pupil–teacher ratio and have access to Special Needs Assistant support.
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, including the establishment of special classes in various geographical areas where a need has been identified. In considering Special Education provision, the NCSE takes into account existing supports in place in the area. The NCSE operates within my Department's criteria in allocating such support. Applications meeting the criteria are approved by the NCSE.
The NCSE continues to monitor and review the requirement for special class places in particular areas and has capacity to establish such new special classes where necessary, subject to the willingness of schools to open classes.
The NCSE welcomes expressions of interest from schools in opening special classes to meet the demand for special class provision. In deciding on the location of a special class, SENOs take into account both the present and the future potential need for special class provision and they must be satisfied that the special class is sustainable and appropriately located. SENOs liaise with relevant professionals in their area to arrive at an informed decision.
The NCSE has advised that the school in question expressed an interest to the SENO in relation to establishing a Specific Speech and Language Class (SSLI) and an ASD class in the school. The SENO has written to the Principal on several occasions stating that the NCSE do not have any plans currently, to establish either an SSLI or an ASD class in the school.
It should be noted that the establishment of a Specific Speech and Language Unit class is contingent on the HSE providing Speech and Language Therapy support for the students in the class. If the school has a commitment from the Health Service Executive to provide Speech and Language Therapy for the students in the class, the Principal should contact the local SENO for consideration in regard to the need for a SSLI class in the area, the suitability of the school as a location for a special class and sustainability of the class.