Written Answers Nos. 379-400
379. Deputy John Brassil asked the Minister for Education and Skills his plans to carry out an in-depth site analysis for the building of a school (details supplied) on its existing site as early as possible in 2018; and if he will make a statement on the matter. [55122/17]
View answer380. Deputy John Brassil asked the Minister for Education and Skills if he will address a matter regarding acquiring a site for a school (details supplied); and if he will make a statement on the matter. [55123/17]
View answerI propose to take Questions Nos. 379 and 380 together.
As the Deputy is aware, a building project for the school referred to is included in my Department's 6 Year Capital Programme.
In the context of progressing the proposed project, my Department recently met with representatives of the school and its Patron where it was agreed that a technical site visit would be arranged. My Department will be in further contact with the school as soon as possible in that regard.
381. Deputy Patrick O'Donovan asked the Minister for Education and Skills the level of consultation, dialogue and engagement that is required of schools and other relevant agencies, including education and training boards, ETBs, with bus operators, including Bus Éireann, in advance of change of times for the school day; and if he will make a statement on the matter. [55139/17]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently over 115,000 children, including almost 12,000 children with special educational needs, are being transported in over 4,500 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
It is a matter for individual school authorities to decide the opening and closing times of their school. Bus Éireann has no role in this process but in doing so and particularly in circumstances where children rely on school transport services to get to school, it is reasonable to expect that the implications for families and for the operation of school transport services will be considered. Although not always made aware of changes in school times in advance, Bus Éireann is available to work with schools to advise what is operationally feasible bearing in mind that in most cases the bus providing the school transport service to one school is also required to operate a separate service to another school as part of a local network of coordinated school transport services.
Consultation between all parties would help to ensure that the most efficient service can be provided for the benefit of the families and schools served as well as continuing to provide the local network of services in the most economic fashion on behalf of the taxpayer.
382. Deputy Kathleen Funchion asked the Minister for Education and Skills the reason for the introduction by Student Universal Support Ireland, SUSI, of the third party representative process (details supplied); and if he will make a statement on the matter. [55159/17]
View answerThe Deputy will be aware that the new General Data Protection Regulation (GDPR) will take effect across the EU on 25 May 2018. As part of its due diligence process, SUSI has reviewed and updated its data processes and procedures.
SUSI processes data relating to up to 400,000 individuals in any one year and is obliged to ensure that personal information is processed in accordance with all relevant legislation.
Under GDPR, the concept of assumed and implicit consent to process data will no longer exist and data controllers like SUSI, must therefore ensure that they obtain explicit consent from individuals to process their data for whatever reason.
SUSI commissioned an independent audit and review of data protection procedures in 2016. On foot of the recommendations to mitigate against any potential data breach and to ensure that processes are operationalised and embedded in time for compliance with GDPR, SUSI has determined that in order to handle or process requests made by any third party on behalf of applicants and other parties to student grant applications, a form of consent or third party authorisation process is necessary.
383. Deputy Kathleen Funchion asked the Minister for Education and Skills if his attention has been drawn to the fact that independent bodies such as an organisation (details supplied) send resource packs to schools which causes concern for parents that their children may be exposed to unsuitable materials; if it is at the discretion of the teacher or school to review such packs; if training has been provided to teachers to allow them to identify if material is unsuitable or biased; and if he will make a statement on the matter. [55160/17]
View answerA number of independent bodies regularly offer supports to schools to assist in delivery of the curriculum. The board of management of each school is the body charged with the direct governance of a school and is responsible for making decisions as to what external resources schools and teachers can use to supplement the curriculum and how these should be utilised.
My Department provides clear guidance to schools on the engagement of outside speakers and their use of resources in the delivery of elements of the curriculum, in particular in relation to Social, Personal and Health Education (SPHE). These guidelines are outlined in circulars 0022/2010 and circular 0023/2010 for primary and post-primary schools respectively. These circulars, which will shortly be revised, state that all materials proposed for use by external providers must be approved in advance by the principal and Board of Management, be age and stage appropriate for pupils and be in line with the ethos of the school, and the principles of the SPHE curriculum. There is also a requirement to take account of all relevant school policies and procedures, including the school’s child protection policy, Relationships and Sexuality Education (RSE) policy and substance misuse policy. Interventions and external inputs should be evaluated by the school principal, teachers, and pupils (as appropriate) in terms of the content, approach, methodology and proposed learning outcomes.
384. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the number of children in receipt of pre-school home tuition based on special educational needs; the number of households receiving home tuition in which there is more than one child in receipt of the home tuition; the number of these who are under and over three years of age, respectively; and if he will make a statement on the matter. [55163/17]
View answerThe purpose of the Home Tuition Grant Scheme is to provide a compensatory educational service for:
(a) Early educational intervention for children with autism who meet the scheme eligibility criteria
(b) Students with special educational needs seeking an educational placement in a recognised school
(c) Students, enrolled in schools, with significant medical conditions which has caused, and is likely to continue to cause, major disruption to their attendance at school
The preferred approach is that children are educated in school settings where children may have access to fully qualified teachers, individualised education programmes, special needs assistants, school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with other students.
Accordingly, Home Tuition is provided as an interim measure only for children for whom a placement in a recognised school is not available and should not be regarded as an optional alternative to a school placement.
In relation to the early intervention strand of the scheme, the Home Tuition Grant is provided for children aged between 2.5 and 3 years of age with an ASD diagnosis.
When these children reach the age of 3 they will be eligible to enrol in a state supported early intervention or preschool setting. Home Tuition is provided for children with ASD over 3 years of age (who will not reach the age of 6 during the 2017/18 school year), who meet the schemes eligibility criteria, and for whom an early intervention placement is not available, as confirmed by the NCSE.
Children with Special Educational Needs, including those with ASD, who are over the age of four may avail of Home tuition where a school placement is not available as confirmed by the NCSE, through the local Special Education Needs Organiser (SENO).
Home Tuition Grant allocations to siblings will be reflective of the school grouping principle i.e. where the pupil teacher ratio in school settings can result in one teacher being allocated to a class of six students with children of mixed age and ability at the appropriate educational level (i.e. primary or post primary). However, in recognition that siblings may have differentiated needs, my Department allocates additional hours to siblings on initial application without the requirement for supporting documentation. Applications for separate allocations for siblings are considered on a case by case basis.
Home Tuition Grant applications are received on an ongoing basis throughout the school year. For the 2017/18 school year to date, my Department is providing home tuition grants for 110 children with special educational needs aged 2.5 to 3 years, 484 aged 3 - 5 years of age and 38 children aged 6 years and over.
This includes 12 households that have more than one child with special educational needs in receipt of the Home Tuition grant. Of these 24 children, 2 are aged under 3 years, 16 are aged 3-6 years and 6 are over 6 years of age.
385. Deputy Kevin O'Keeffe asked the Minister for Education and Skills if the case of a person (details supplied) with special needs who is to be transferred back into mainstream class in January 2019 owing to the withdrawal of a teacher will be examined. [55166/17]
View answerIn accordance with Circular 0042/2011, special schools are staffed based on their actual current pupil profiles and the disability category of each pupil, as opposed to primarily by school designation. School staffing schedules are reviewed and updated each year by the NCSE and special schools are allocated staffing accordingly.
With regard to the special school referred to by the Deputy, an additional teaching post was allocated to the school from September to December 2017, to cater for the specific special educational needs of an individual pupil, following consideration of the case by the NCSE, NEPS and my Department's Inspectorate.
This provision will continue for the coming school term, as the particular pupil is re-integrated with other pupils in the school.
The NCSE will continue to monitor and review the position for the remainder of this school year.
386. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if Delivering Equality of Opportunity in Schools, DEIS, status will be considered for a school (details supplied) in County Kildare; and if he will make a statement on the matter. [55185/17]
View answerWe have, for the first time, introduced an objective, statistics based model for deciding which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest concentrated levels of disadvantage.
The key data sources used in the DEIS identification process are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools.
A detailed document explaining the methodology used in the Identification process is available on the Department’s website at www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf.
Schools included in DEIS with effect from September 2017 are those whose level of disadvantage has been identified as those schools serving the highest concentrations of disadvantage among their pupil cohort. Schools which have not been included at this stage are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new identification model.
It is important to note that this is the first step in a process and the fact that a school has not been included now does not preclude its inclusion at a later date, should the assessment indicate a level of disadvantage that warrants additional supports.
A further assessment of all schools will take account of updated data as it becomes available. Schools are being advised to ensure that their POD/PPOD data is fully correct and up to date, including Eircode which can now be recorded by schools on both POD and PPOD databases. The HP Index, based on the 2016 National Census data, has been published recently.
Should this exercise reveal that any school, which did not qualify for DEIS in 2017, meets the criteria applicable to schools with the highest concentration of disadvantage based on the updated information then additional schools may be included subject to available resources.
387. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the procedure in place for a family that is unable to find a second level place in their area; and if he will make a statement on the matter. [55186/17]
View answerIn relation to school admissions, parents can choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary.
This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year. Further information on the Section 29 appeals process is available on the Department's website www.education.ie.
The Education Welfare Service of the Child and Family Agency (Tusla) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
Over the period 2011 to 2017 a total of 600 additional permanent school places were provided in the second level sector in County Kildare.
Large scale projects currently under construction in County Kildare will provide a further 1,500 additional permanent places in the sector.
388. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the procedure in place for a family with a child with mild learning difficulties that is unable to secure a second level place for the child in their area; and if he will make a statement on the matter. [55187/17]
View answerMy Department provides for a range of placement options and supports for schools which have enrolled students with special educational needs, in order to ensure that wherever a child is enrolled s/he will have access to an appropriate education.
The National Council for Special Education (NCSE), which is a separate independent statutory agency, is responsible through its network of local Special Educational Needs Organisers (SENOs), for planning and coordinating the provision of education and support services to children with special educational needs. Each SENO works in an assigned local area with parents, schools, teachers, psychologists, health professionals and other staff who are involved in the provision of services in that area for children with special educational needs.
Parents/guardians of children with special needs who may need advice or are experiencing difficulties in locating a school placement should contact their local SENO for information on available places. The local SENO contact details are available on www.ncse.ie.
The enrolment of a child to a school, however, 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. Parents are advised to seek to enrol their child, by applying in writing, to their school/s of their choice as early as possible.
It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Under section 15 (2) (d) of the Education Act 1998, each school is legally obliged to publish its enrolment policy.
Section 29 of the Education Act 1998, provides parents with an appeal process where a board of management of a school or a person acting on behalf of the Board refuses enrolment to a student. Where a 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 either the relevant Educational Training Board or to the Secretary General of this Department.
389. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if the case of a person (details supplied) will be reviewed and the reinstatement of a special needs assistant, SNA, considered. [55192/17]
View answerThe National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating a quantum of Special Needs Assistant (SNA) support for each school annually, taking into account the assessed care needs of children qualifying for SNA support enrolled in the school. The NCSE operates within my Department's criteria in allocating such support.
The criteria by which SNA support is allocated to pupils is set out in my Department's Circular 0030/2014. In considering applications for SNA supports for individual pupils, the SENOs take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
SNAs are not allocated to individual children but to schools as a school based resource. The NCSE has confirmed to my Department that the child to which the Deputy refers has never had access to SNA support allocated by the NCSE.
Details of SNA allocations which have been made to schools for the 2017/18 school year have been published by the NCSE on their website at http://ncse.ie/statistics.
Where a school has received its allocation of SNA support for 2017/18, but wishes new enrolments or assessments to be considered, which were not taken into account when the initial allocation was made, they may continue to make applications to the NCSE.
The NCSE Appeals Process may be invoked in the following instances:
- a parent or a school where it is considered that a child was not granted access to SNA support on the grounds that Department policy was not met in accordance with Circular 0030/2014.
- a school may also appeal a decision, where the school considers that the NCSE, in applying Department policy, has not allocated the appropriate level of SNA supports to the school to meet the special educational and/or care needs of the child(ren) concerned.
All schools have the contact details of their local SENO and parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available at http://ncse.ie/seno-contact-list.
As the matter raised in this question refers to an individual child, I have arranged for the NCSE to reply directly to the Deputy.
390. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if a school (details supplied) in County Kildare will be considered for a special class to support children with mild and moderate learning difficulties. [55195/17]
View answerMy Department's policies focus on ensuring that all children can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
A range of placement options for pupils with special educational needs is provided, in order to ensure that all pupils can receive a school placement. Many pupils with special educational needs will be able to attend a local mainstream school, whereas for pupils who have needs which require more specialist interventions, special class and special school placements are provided for.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required. The NCSE operates within my Department's criteria in allocating such support.
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 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. All schools have the names and contact details of their local SENO. Parents are encouraged to liaise with the local SENO to discuss placement options for their child.
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 access to Special Needs Assistant support.
The NCSE has advised that the SENO for the school to which the Deputy refers has had ongoing contact with the school in regard to the establishment of a special class for students with a diagnosis of ASD. In this regard, the NCSE has issued sanction to the school for the establishment of an ASD class to commence in September 2018.
The NCSE has also advised that no request has been received, from the school or from parents in the area, to establish a special class for students with a Mild or Moderate learning difficulties.
There are currently 6 special classes for students with mild/moderate GLD in mainstream schools (3 primary & 3 post primary) in Co Kildare. A list of all special classes is available on the NCSE's website at www.ncse.ie.
391. Deputy Peadar Tóibín asked the Minister for Education and Skills the vacant properties and land not in use, owned, rented or leased by his Department or by bodies and agencies under the aegis of his Department by square footage for buildings and acres for land, in tabular form; the address and location of these properties; and the last date of occupancy or use of these properties. [55210/17]
View answerI wish to advise the Deputy that the information requested by him is being collated and will be forwarded to his office as soon as possible.
392. Deputy Ruth Coppinger asked the Minister for Education and Skills if there is a second level school with a catchment area that covers the Rathborne, Pelletstown and Royal Canal Park area (details supplied); and the provisions for second level schools for young persons in this area. [55229/17]
View answerAs the Deputy may be aware, in order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas. The areas referred to by the Deputy are located in the Cabra_Phibsboro_Dublin 7 school planning area which is currently served by 8 post-primary schools:
1. St Vincent's CBS Glasnevin;
2. St Paul's CBS;
3. Coláiste Mhuire;
4. St Declan's College;
5. St Dominic's College;
6. St Mary's Secondary School;
7. St Joseph's Secondary School; and
8. Cabra Community College.
393. Deputy Michael McGrath asked the Minister for Education and Skills the position regarding the payment of increments in 2018 to public servants who are members of unions (details supplied) and who voted against the new public service pay deal; and if he will make a statement on the matter. [55230/17]
View answerUnder the provisions of the Public Service Pay and Pensions Act 2017, if the Irish Congress of Trade Unions notifies the Workplace Relations Commission in writing on behalf of a recognised trade union that the union assents to be bound by the Public Service Stability Agreement, then that notification shall be treated as a notification by the union that it assents to be so bound. I understand that the Irish Congress of Trade Unions has notified the Workplace Relations Commission that its affiliate unions have assented to be bound by the Public Service Stability Agreement. Accordingly, members of such unions including ASTI, TUI and INTO are covered by the Agreement.
As such, all teachers who are due to receive an increment in 2018 will receive it with effect from the normal due date of the increment. The Act provides that public servants who are not covered by the Public Service Stability Agreement will have the payment of increments suspended from 1 January 2018 until 31 December 2020, among other measures.
From 1st January 2018, a newly qualified teacher straight out of college will commence on a starting salary of €35,958.
394. Deputy Michael McGrath asked the Minister for Education and Skills when the workload review regarding lecturers in the institutes of technology, as promised in the previous public service pay agreement, will be completed; and if he will make a statement on the matter. [55231/17]
View answerIn May 2016 agreement was reached with the TUI in the context of the Lansdowne Road Agreement and under the auspices of the WRC that a review of lecturing would would be carried out.
Officials in my Department are in ongoing discussions with the parties to the agreement with a view to agreeing a format for the review as soon as possible.
395. Deputy Stephen S. Donnelly asked the Minister for Education and Skills the supports which can be accessed by high-functioning young persons on the autistic spectrum who are not attending school. [55242/17]
View answerMy Department provides for the education of all children through the provision of recognised schools. Recognised schools must fulfil a number of conditions regarding curriculum, inspection and other matters.
It is the policy of my Department that all children with Special Educational Needs, including those with Autism Spectrum Disorder (ASD), can have access to an education appropriate to their needs, preferably in recognised 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 National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016) found that Students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.
The NCSE policy advice noted that ASD is a spectrum condition, so some students with ASD may require little support in school and are relatively independent in their learning, while others require significant levels of support.
The NCSE Policy Advice also states that International Research findings suggest that most students with ASD should be considered for inclusion in mainstream education with their peers, where inclusion is well-planned and well-resourced.
Decisions about placement should be based on individual needs and take into account a number of factors including parental wishes, availability of evidence-based treatments and well-trained staff and individual factors such as targets for intervention and management of behaviours.
Some students, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there. This can be due to significant difficulties in areas such as behaviour or sensory needs which have not been ameliorated, even with appropriate intervention, in mainstream.
Others may have such complex needs that they are best placed in a special school.
There is therefore not one preferred educational environment for children with ASD, rather there is a model which takes into account the assessed educational needs of individual pupils.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for planning and co-ordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
The local SENOs are available to assist parents to identify appropriate educational placements for children with special educational needs and to discuss their child's special educational needs. The local SENO contact details are 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 local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at www.tusla.ie/get-in-touch/education-and-welfare/.
Where there is no placement available for a child with Special Educational Needs, my Department will consider applications under the Home Tuition Grant Scheme, where a student can receive up to 20 hours home tuition per week as an interim measure until a placement becomes available. The availability of a school placement is assessed by the NCSE having regard to, although not limited to, the relevant diagnosis and relevant professional report.
The Home Tuition Grant Scheme also provides a compensatory educational service for Students, enrolled in schools, with significant medical conditions which have caused, and are likely to continue to cause, major disruption to their attendance at school.
Where parents choose to educate their children in places other than recognised schools they are not eligible to avail of resources, including the Home Tuition Grant, which they may have accessed through enrolling or seeking to enrol their child in a recognised school.
396. Deputy Stephen S. Donnelly asked the Minister for Education and Skills if a school (details supplied) in County Wicklow will be equipped with a special needs unit; and if he will make a statement on the matter. [55243/17]
View answerThe school referred to by the Deputy is one of six projects which are being delivered under the Department’s Schools Bundle 5 Public Private Partnership (PPP) programme. Construction commenced at the end of July 2016 and is expected to be completed in Quarter 1 of 2018. When completed, this replacement Post Primary school building will provide for 450 student places.
The schedule of accommodation agreed for the school under reference did not include provision of a Special Needs Unit; therefore, it does not form part of the school project.
397. Deputy Mary Lou McDonald asked the Minister for Education and Skills the circumstances in which an employer may commence or cease at different stages the procedures set out in circular 0071/2014, in tabular form. [55247/17]
View answer398. Deputy Mary Lou McDonald asked the Minister for Education and Skills the circumstances in which an employer may commence or cease at different stages the procedures set out in circular 0059/2009 prior to it being superseded by circular 0071/2014, in tabular form. [55248/17]
View answerI propose to take Questions Nos. 397 and 398 together.
The procedures set out in Circular 0071/2014 (and Circular 0059/2009 prior to its being superseded by 0071/2014) contain two strands – a strand dealing with issues of professional competence as a teacher and a second strand dealing with work and conduct issues.
The different stages set out in each strand are as follows:
1. Professional Competence Strand
|
Stage |
Description |
Potential Outcome |
|
Stage 1 |
Informal Stage |
(i) No further action; or (ii) Progression to Stage 2 |
|
Stage 2 |
Initiation of formal process |
(i) No further action; or (ii) Progression to Stage 3 |
|
Stage 3 |
External review by an Inspector |
(i) No further action; or (ii) Progression to Stage 4 |
|
Stage 4 |
Disciplinary Hearing |
(i) No further action; or (ii) Disciplinary action is taken by the Chief Executive as follows:- Final written censure- Deferral of an increment- Withdrawal of increment(s)- Suspension with or without pay- Dismissal |
|
Stage 5 |
Appeal |
(i) No further action; or (ii) the disciplinary action proposed by the Chief Executive should be amended; or (iii) the case should be re-considered by the Chief Executive; or (iv) The disciplinary action proposed by the Chief Executive proceeds. |
2. Work and Conduct Issues Strand
|
Stage |
Description |
Potential Outcome |
|
Informal Stage |
(i) No further action; or (ii) Initiation of formal process |
|
|
Stage 1 |
Initiation of formal process |
(i) No further action; or (ii) Verbal Warning issued |
|
Stage 2 |
Continuation of formal process |
(i) No further action; or (ii) Written Warning issued |
|
Stage 3 |
Continuation of formal process |
(i) No further action; or (ii) Final Written Warning issued |
|
Stage 4 |
Disciplinary Hearing |
(i) No further action; or (ii) Disciplinary action is taken by the Chief Executive as follows - Final written censure - Deferral of an increment - Withdrawal of increment(s) - Demotion - Other disciplinary action short of suspension or dismissal - Suspension with or without pay - Dismissal |
|
Stage 5 |
Appeal |
(i) No further action; or (ii) the disciplinary action proposed by the Chief Executive should be amended; or (iii) the case should be re-considered by the Chief Executive; or (iv) The disciplinary action proposed by the Chief Executive proceeds. |
In cases of gross misconduct, any or each of Stage 1 to 3 of the disciplinary procedure may not apply depending on the gravity of the alleged offence.
The procedures may be commenced or ceased at different stages by the employer depending on the circumstances of the individual case concerned. For example, where an employer considers that a conduct issue has been satisfactorily dealt with through the issuing of a written warning, then the procedure would cease after Stage 2. Where an employer considers that a conduct issue is sufficiently grave, they may begin the disciplinary process at Stage 4 as provided for in the procedures.
399. Deputy Stephen S. Donnelly asked the Minister for Education and Skills the number of special education needs organisers in County Wicklow, in tabular form; the number of vacancies and the recommended staffing level for County Wicklow in each of the years from 2011 to 2017; and if he will make a statement on the matter. [55252/17]
View answerThe National Council for Special Education (NCSE) is responsible, through its network of Special Needs Organisers (SENOs), for fulfilling the functions of the NCSE Council within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities.
The NCSE employs SENOs to provide a nationwide system of local services. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
There are currently 83 sanctioned SENO posts in the NCSE. These include 1 Head of Local Services, 9 Senior SENO posts and 73 SENO posts.
Since 2014, the number of SENO posts have increased from 67 to 73 while the NCSE's SENO management structure was strengthened in 2014, with the creation of a new professional post of Head of Local Services to directly manage the SENO grades.
From 21st March 2017, the Special Education Support Service (SESS), the National Behavioural Support Service (NBSS) and the Visiting Teacher Service for Children who are Deaf/Hard of Hearing and Children who are Blind/Visually Impaired (VTHVI) transferred from my Department to the NCSE and joined with the services already being provided by NCSE’s SENOs and administrative staff to form a new NCSE Support Service. This new service aims to develop schools’ capacity to include students with special educational needs and to promote a continuum of educational provision which is inclusive and responsive.
A list of SENOs and their Contact details by county is available on the NCSE website at http://ncse.ie/seno-contact-list.
I have arranged for the NCSE to reply directly to the Deputy regarding the information requested relating to SENO posts in Co Wicklow from 2011 to 2017.
400. Deputy Michael McGrath asked the Minister for Education and Skills if there are exceptions to the rule that a person who has studied to degree level in the UK and benefitted from free fees there cannot avail of any State support here to study an entirely different subject to degree level here, even if the person is studying a subject here in which there is a defined skills shortage; and if he will make a statement on the matter. [55253/17]
View answerThe main support available to assist students with the cost of higher education is the student grant scheme.
One of the criteria in the student grant scheme relates to 'progression'. This means that a student must be moving from year to year within a course, having successfully completed the previous year or be transferring from one course to another, where the award for the subsequent course is of a higher level than the previous course.
The objective of this policy is to help as many students as possible to obtain one qualification at each level of study. If an individual already holds a degree regardless of where it was obtained, s/he is not eligible for funding at the same level again.
If the person to whom the Deputy refers is ineligible for a SUSI grant then there are some other options which could be pursued.
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. 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. Details of this fund are available from the Access Office in the college attended.
Also, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education, including approved postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from the Revenue Commissioners on www.revenue.ie.
