Written Answers Nos. 361-380
361. Deputy Violet-Anne Wynne asked the Minister for Education and Skills if clarity will be provided to parents with children suffering from autistic spectrum disorders and severe to profound learning disabilities with regard to the home-based July provision scheme; and if he will make a statement on the matter. [6729/20]
View answerI am committed to running a summer Provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
My Department is exploring a number of options for a summer education programme for children with complex special needs.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
362. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills if his attention has been drawn to a recent survey and report (details supplied); and his views on the recommendations of same. [6734/20]
View answerI am aware that Inclusion Ireland has recently published a report on 'The Implications of COVID-19 on the Education of Pupils with Intellectual Disabilities and Autism- Supporting Children to Learn'.
The recommendations included in this report will be taken into account as we review guidance for schools on supporting children with special educational needs during the school closure period and as we seek to reopen schools.
Decisions in relation to schools re-opening and operating will be underpinned by the ongoing advice of the National Public Health Emergency Team (NPHET).
Engagement is underway with stakeholders in the education sector to develop contingency plans for the re-opening and operation of schools in an environment that may require social distancing and other public health requirements.
This work will be based on the National Return to Work Safely Protocol and will also be informed by guidance and experience from other jurisdictions. A core objective of the contingency plans will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.
The issues are also being considered by the Primary Education Forum which includes all stakeholders in the sector and it will also be addressed by the Advisory Group which involves representatives of stakeholders from the post-primary sector.
In the interim, my Department has provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.
Supports are provided to schools and teachers engaged in distance learning and these are available at
https://www.education.ie/en/covid-19/#14
In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.
The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.
Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.
Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who
teaches children with sensory impairment.
Details of the full range of supports that the NCSE provides for teachers and parents is available at: https://ncse.ie/online-resources
The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/
Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at
https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html
Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html
I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.
This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.
While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.
363. Deputy Darren O'Rourke asked the Minister for Education and Skills if SOLAS payments for apprentices have moved to fortnightly rather than weekly for all apprentices or only for on-site apprentices; if so, the reason therefor; and if he will make a statement on the matter. [6769/20]
View answerCraft apprentices undertaking off-the-job training moved from a weekly to a fortnightly pay period in March of this year.
Craft apprentices who are on a period of off-the-job training are paid from a shared services payroll which is provided by the Education Shared Business Services (ESBS). This replaced the end of life apprentice payment systems within the 16 Education and Training Boards (ETBs). Given that apprentice training allowances are taxable, the ESBS payroll also allows the Department of Education and Skills to return the relevant payment information (Income Tax, USC and PRSI) to Revenue.
Craft apprentices who are undertaking their on-the-job training will continue to be paid under the arrangements agreed with their employer. In the case of the new consortia led apprenticeships, apprentices are paid by their employer for the duration of the apprenticeship so there is no change in their arrangements.
366. Deputy Seán Crowe asked the Minister for Education and Skills the number of autism spectrum disorder, ASD, places that will be available for the new semester in the greater Dublin area for primary and secondary students; and if he will make a statement on the matter. [6774/20]
View answerEnsuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year, with 1,353 of these catering for children with autism. .
167 new special classes have been established nationally for the 2019/20 school year.
There are currently 165 primary classes and 48 post primary classes catering for children with autism in Dublin.
A list of special classes for September 2019 is available on the NCSE website at:
https://ncse.ie/wp-content/uploads/2019/05/NCSE-List-of-Special-Classes-for-September-2019.pdf
Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.
The NCSE has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. In considering these applications, however, the NSCE, in conjunction with the school buildings unit of my Department, will be required to take into account the capacity of a school to establish such a class, including the provision of sufficient accommodation space within the school.
The NCSE is planning and finalising a further expansion of special class and special school places nationally to meet identified need for next year. As this process is ongoing, the final number of places available for students with ASD is not currently available.
Normally, special class and special school places are established with the full co-operation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or special school places.
I know that this can cause much anguish for parents and families involved
As Minister I have a power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed.
I would prefer to see schools volunteer to provide more places rather than places being secured on the back of an order or a direction from me. It is the right thing for the children in a community.
The legislation was used for the first time in April 2019, in respect of the Dublin 15 area.
The NCSE's Local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs in relation to specialised provision.
Since then, as required under the Act, the NCSE in consultation with the relevant education stakeholders, has been testing the capacity among schools in the South Dublin area.
On 21 April 2020 I received a report from the NCSE, pursuant to Section 37A(2) of the Education Act 1998 (as inserted by section 8 of the Education (Admissions to Schools) Act 2018) in respect of South Dublin, as the NCSE Council remains of the opinion that there is an insufficient number of special class and special school places within the South Dublin area for September 2020.
Before reaching this opinion, the NCSE has undertaken substantial work reviewing provision and accommodation in the 231 mainstream primary and 23 special schools in South Dublin.
Following engagement between NCSE local personnel and school management and Patrons, very good progress has been achieved. 78 ASD primary school special class placements and 12 ASD early intervention special class places have been created in 14 schools in South Dublin, with 13 new ASD special classes and 2 new ASD early intervention special classes to open for September 2020.
However, the NCSE has reported that to date, an insufficient number of schools have indicated a willingness to open additional special classes. The NCSE is of the opinion that should this continue, there remains a need for an additional 43 ASD primary special class places and 36 special school places in South Dublin.
The report also outlines the schools that should be requested to make additional provision.
This report will now be considered and if I agree with the position as set out by NCSE, next steps in the process will be considered which may include serving a statutory notice on schools identified if required.
At each stage of the process, schools are given the opportunity to make representations and there is also an option for arbitration.
Statutory notices issued under the Act together with the representations received from the schools are published on the Department’s website.
The necessary steps in the Admissions Act process, will continue to be expedited to ensure that every child has a suitable school placement, which is the key objective of my Department.
367. Deputy Seán Crowe asked the Minister for Education and Skills if additional funding will be made available to schools and school boards to adapt premises or change hygiene protocols in order to deal with everyday safety realities of school returns. [6775/20]
View answerOn the 1st May 2020, the Taoiseach announced as part of the “Roadmap for Reopening Society and Business” that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.
The Department is currently working with the Education Partners and relevant stakeholders in planning for this re-opening which will be based on public health advice. A core objective will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.
368. Deputy Seán Crowe asked the Minister for Education and Skills if his attention has been drawn to the challenges to which the new leaving certificate results system will give rise for students hoping for places in colleges in Northern Ireland; and the mitigating measures he can introduce, with the co-operation of his Northern Ireland counterpart, to alleviate some of these difficulties. [6776/20]
View answerSince early April, I have been in correspondence with the NI Minister for the Economy Diane Dodds (with responsibility for higher education) on the question on Irish students who plan to pursue their studies with higher education institutions in Northern Ireland. I have also written to the NI Minister for Education Peter Weir in a similar vein.
Since then, contacts are maintained regularly at official level. The Secretary General of my Department has engaged with NI Permanent Secretary in the Department of Education to promote cooperation on Covid 19 responses in education on a North-South basis, including sharing views on key policy decisions such as safe re-opening of schools, schools hygiene and maintaining social distance in education institutions. Other engagements at official level are continuing with the Department of Education in Northern Ireland and their Department of the Economy, as well as with UCAS, on issues affecting Irish students aiming to study in Northern Ireland next year.
Arising from my announcement about of the 2020 Leaving Certificate on 9 May, I am hopeful that the results will be available as close as possible to the intended date on which the Leaving Cert examination results were originally due.
369. Deputy Seán Crowe asked the Minister for Education and Skills the contact he has had with his Northern Ireland counterpart during the Covid-19 pandemic; and the specific areas of cooperation they have agreed. [6777/20]
View answerSince early April, I have been in correspondence with the NI Minister for the Economy Diane Dodds (with responsibility for higher education) on the question on Irish students who plan to pursue their studies with higher education institutions in Northern Ireland. I have also written to the NI Minister for Education Peter Weir in a similar vein.
Since then, contacts are maintained regularly at official level. The Secretary General of my Department has engaged with NI Permanent Secretary in the Department of Education to promote cooperation on Covid 19 responses in education on a North-South basis, including sharing views on key policy decisions such as safe re-opening of schools, schools hygiene and maintaining social distance in education institutions. Other engagements at official level are continuing with the Department of Education in Northern Ireland and their Department of the Economy, as well as with UCAS, on issues affecting Irish students aiming to study in Northern Ireland next year.
370. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills the steps he will take to make therapy resources available using virtual or remote technology to support children with disabilities tying in with the pilot inclusion model, the NCSE and in partnership with the HSE. [6796/20]
View answerI wish to advise the Deputy that comprehensive therapy specific resources and guidance documents have been developed by Speech and Language Therapists, Occupational Therapists and Behaviour Practitioners to support home learning. These resources are available on the National Council for Special Education (NCSE) website and relevant resources and guidance documents have also been forwarded to the Department of Children and Youth Affairs for early years education. Each resource has been clearly explained in order to enable parents to identity the relevant resource(s) most applicable to the needs of their child.
In addition to the development of the resources and guidance documents, Demonstration Project Clinical Leads and therapists still working on the project have continued to link with some of the parents of children supported through the project. Teachers in project schools who requested resources and advice were also supported. Contact is now being made through schools and early learning and care settings with the parents of students who were in receipt of support at individualised Tier 3 level before the schools and settings closed.
My Department has provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.
Supports are provided to schools and teachers engaged in distance learning and these are available at
https://www.education.ie/en/covid-19/#14
In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.
The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.
Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.
Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment.
Details of the full range of supports that the NCSE provides for teachers and parents is available at:
https://ncse.ie/online-resources
The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at
https://www.education.ie/covid19/wellbeing/
Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at
https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html
Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html
I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.
This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.
While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.
371. Deputy Martin Heydon asked the Minister for Education and Skills the additional provisions being made for students with special educational needs who are missing out on school supports at this time; and if he will make a statement on the matter. [6798/20]
View answerI wish to advise the Deputy that my Department has provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.
Supports are provided to schools and teachers engaged in distance learning and these are available at
https://www.education.ie/en/covid-19/#14
In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.
The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.
Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.
Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment
Details of the full range of supports that the NCSE provides for teachers and parents is available at:
https://ncse.ie/online-resources
The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at
https://www.education.ie/covid19/wellbeing/
Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html
Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html
I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.
This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.
While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.
373. Deputy Patricia Ryan asked the Minister for Education and Skills the status of a new building for a school (details supplied), the details of recent developments; and his plans to bring this project to fruition. [6813/20]
View answerThe major project for the construction of the new school building for the school referred to by the deputy is at an advanced stage of the tender process and my Department is currently awaiting the return of the supplementary tender report.
Subject to no issues arising, it is envisaged that construction should commence following the finalisation of the tender process with a contract duration of approximately 20 months.
The tender process for the provision of the second phase of the temporary accommodation on the existing school site has completed and the Letter of Acceptance has issued.
374. Deputy Mairéad Farrell asked the Minister for Education and Skills if he will address a series of matters with regard to the calculated grades system (details supplied); and if he will make a statement on the matter. [6826/20]
View answerCalculated Grades will be generated using a systematic model. It will combine estimates of a student’s expected performance in a subject and level, with information about how students in the school have fared in this subject in recent years in line with national performance standards over time.
The first source of data will be provided by the subject teacher. It will then be aligned in the school, with teachers consulting on the results before the school’s principal reviews the process applied to assure the fair treatment of students. The school then sends the data to my Department.
A detailed document A Guide to Calculated Grades for Leaving Certificate students 2020 is available on my Department’s website. It explains further how the system will work. Detailed guidance for teachers on the operation of the calculated grades system is being finalised for issue to schools shortly.
There will be strong oversight and control and a number of inherent quality assurance measures to ensure students receive as fair a result as possible. The principles of equity, fairness and objectivity are paramount in the calculated grades system. Teachers are to focus objectively on information that is clearly about attainment in the subject and not about other factors such as the student’s background or circumstances.
Teachers are being asked to draw on existing records and other available evidence, to provide a fair, reasonable and carefully considered judgement of the most likely percentage mark that each student would have achieved if they had sat their examinations and completed coursework under normal conditions.
Teachers will use a number of records in assessing a student’s performance and progress; for example, classwork and homework; class assessments; examinations in school at Christmas or summer, mock exams and also coursework. They will not be simply passing on results from mock examinations or other tests. Junior Cycle results are not being used at an individual student level as a prediction of a student’s likely performance in this year’s Leaving Certificate.
The teacher’s judgement will be based on evidence of learning and achievement such as that indicated above up until the point of school closure on the evening of 12 March. Teachers will not set additional assessments for the purposes of determining an estimated percentage mark.
In the case of coursework that has already been completed, a teacher’s overall estimate should incorporate the mark they think that this coursework would have achieved if it had been marked in the usual way.
If a teacher has a real or perceived conflict of interest with a student in their class they must declare this to the school principal. There will be additional oversight by a nominated teacher and a deputy principal in such cases.
Where a student is studying one or more subjects outside of a recognised school, the Department will be flexible in accepting estimated marks and rankings from other schools or colleges, and will look at this issue on a case-by-case basis. In general, I can say that, provided an estimated mark and ranking can be generated from a teacher in a way that is fair to all candidates, my Department will seek to provide a calculated grade. Students will be able to use this calculated grade in the same way as a Leaving Certificate grade to satisfy minimum entry requirements.
When it was thought possible to hold written examinations but not orals or music performance tests, 100% marks were awarded for the cancelled orals and performance tests. Awarding 100% for orals and music performance tests in the calculated grade system would not be fair to students. Calculated grades are the best way of getting an accurate estimation of what a student would have achieved across all components of their examination.
Teachers of languages will assess the student’s oral performance as well as their written skills to come to an estimated mark for each student. It was never intended to offer 100% for all practical or project work. Detailed guidance to assist teachers in formulating the estimated grade for each student will issue shortly and will address these components.
In the case of students who are entered to take their examinations through Irish, the teacher will base the estimate of the student’s likely performance on the assumption that this bonus is included in the estimate.
I am very conscious of the thousands of students who have applied to study in Northern Ireland, Britain, Europe and elsewhere. Contacts with the Department for the Economy in Northern Ireland continue, as well as contacts with officials in the other devolved Governments in the UK. Departmental officials are engaging directly with UCAS to work through the key issues. I have also written to my counterparts across the European Union to explain the decision regarding the Leaving Certificate and to ask for as much flexibility as possible for students coming from Ireland to study in other Member States.
375. Deputy Patricia Ryan asked the Minister for Education and Skills the status of a new building for a school (details supplied); the recent developments in this regard; and his plans to bring this project to fruition. [6831/20]
View answerThe major project for the construction of the new school building for the school referred to by the deputy is at an advanced stage of the tender process and my Department is currently awaiting the return of the supplementary tender report.
Subject to no issues arising, it is envisaged that construction should commence following the finalisation of the tender process with a contract duration of approximately 20 months.
The tender process for the provision of the second phase of the temporary accommodation on the existing school site has completed and the Letter of Acceptance has issued.
377. Deputy Denise Mitchell asked the Minister for Education and Skills the status of the application by a school (details supplied) to the primary staffing appeals board. [6842/20]
View answerThe 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 operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location. The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.
The Primary Staffing Appeals Board considered a staffing appeal from the school referred to by the Deputy under the October 2019 Enrolments criteria. The Appeals Board has deemed the appeal ineligible and the school has been notified of this decision.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
378. Deputy Mary Lou McDonald asked the Minister for Education and Skills the action he will take to address the specific educational needs of children with a disability or learning difficulties, including a lack of access to technology and high-speed broadband. [6856/20]
View answerI recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.
This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible.
€10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures, including children with special educational needs.
Many schools have also previously been sanctioned to purchase assistive technology equipment for pupils with special educational needs, under my Departments Assistive Technology scheme.
DES Circular 0010/2013, which sets out the basis for this scheme, notes that the equipment purchased should normally be kept in the school, however, the pupil or pupils for whom the equipment is sanctioned may, with the consent of the management authority, use the equipment at home.
Schools are encouraged to ensure that pupils are allowed to bring home and use assistive technology equipment sanctioned under this scheme, which is suitable for use at home (such as laptops and tablet devices) during the school closure period.
My Department has also provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.
Supports are provided to schools and teachers engaged in distance learning and these are available at
https://www.education.ie/en/covid-19/#14
In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.
The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.
Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.
Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment
Details of the full range of supports that the NCSE provides for teachers and parents is available at:
https://ncse.ie/online-resources
The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at
https://www.education.ie/covid19/wellbeing/
Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html
Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html
While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.
379. Deputy Bernard J. Durkan asked the Minister for Education and Skills when a special needs school place will be made available to a person (details supplied); and if he will make a statement on the matter. [6872/20]
View answerEnsuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism.
A list of special classes and special schools for the current school year is available on the NCSE website.
Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
The NCSE is planning a further expansion of special class and special school places nationally to meet identified need for next year. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard.
The NCSE's Local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at:
https://ncse.ie/regional-services-contact-list
My Department understands that the NCSE are engaging with the parent of the child referred to by the deputy on the matter of an appropriate school placement. The SENO remains available to offer further advice and assistance, and I would encourage the parent to continue to engage directly with them, as required.
380. Deputy Cormac Devlin asked the Minister for Education and Skills if he will consider adjusting the traditional dates of the summer holidays, subject to public health advice, to allow schools come back in August 2020 in view of the impact being out of school poses to children; and if he will make a statement on the matter. [6884/20]
View answerOn the 1st May 2020, the Taoiseach announced as part of the "Roadmap for Reopening Society and Business" that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.
The Department is currently working with the Education Partners and relevant stakeholders in planning for this re-opening which will be based on public health advice. As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools.
The issues raised by the education partners included those referred to by the Deputy in his question. These will now be worked through in detail as part of the development of the roadmap for reopening schools.
A core objective will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.
