Written Answers Nos. 381-400
381. Deputy Cormac Devlin asked the Minister for Education and Skills when children with special needs will return to school subject to public health advice in view of the impact being out of school poses to such children; and if he will make a statement on the matter. [6885/20]
View answerI wish to advise the Deputy that decisions in relation to schools re-opening and operating will be underpinned by the ongoing advice of the National Public Health Emergency Team (NPHET) and the Department of Health.
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 informed on the National Return to Work Safely Protocol as well as 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 reopen and operate in a safe manner that is consistent with public health advice.
382. Deputy Cormac Devlin asked the Minister for Education and Skills if he will consider allowing the senior primary school classes return to their schools subject to public health advice prior to the summer holidays to allow children say goodbye to their schoolteachers and fellow classmates while adhering to public health advice; and if he will make a statement on the matter. [6886/20]
View answerI recognise that this is a particularly challenging time for all students across the education system, but particularly for those students who will be transferring from primary to post-primary school.
On 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 many of 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.
383. Deputy Sorca Clarke asked the Minister for Education and Skills his plans for the completion of a school (details supplied); and when parents can expect the school to open. [6891/20]
View answerI can inform the Deputy that this project has been devolved for delivery to Westmeath County Council (WCC).
The ‘Roadmap for the Reopening of Society and Business’ published by Government includes certain construction operations for inclusion in the first phase of economic activity which came into effect on May 18th 2020.
Subject to compliance with the ‘Return to Work Safely Protocol’, contractors may commence operations on site. The contractor must determine it is safe to commence working and be satisfied that it is in a position to meet the requirements of the Protocol and its contractual obligations.
Apart from the actual site shutdown of recent weeks, the impact on the construction programme of the project to which the deputy refers will only become more clear as the contractor recommences construction activity on site and adjusts to operating in the new environment.
The speed of completion of this particular project is also directly related to the level of resources employed on site and a continued high level of resources is essential for its timely completion. I can assure the Deputy that we are focussed on ensuring that all issues are progressed as quickly as possible while also ensuring that the quality and integrity of the project is fully protected.
384. Deputy Sorca Clarke asked the Minister for Education and Skills the number of applications for assisted technology grant in counties Longford and Westmeath; and the steps being taken to ensure there is no further delay in ensuring the equipment is in place before the re-opening of the schools. [6893/20]
View answerMy Departments assistive technology scheme provides grant-aid to schools to allow them to purchase specialist equipment which has been recommended by the National Council for Special Education (NCSE) as essential for pupils with physical or communicative disabilities to access the school curriculum.
Applications are completed by schools and sent to the NCSE for recommendation and submission to my Department for processing.
My Department put arrangements in place with the NCSE to process existing applications received by email or post while the Covid 19 restrictions are in place.
As school buildings reopen for access by teachers my Department and the NCSE will extend these arrangements to new applications made by schools.
In 2020 to date my Department has received and processed 15 applications from schools in Co. Westmeath and 5 from schools in Co. Longford. There are no unprocessed applications on hand from schools in either county.
385. Deputy Marc Ó Cathasaigh asked the Minister for Education and Skills the status of the extension to a school (details supplied) in the context of requirements of a child with special needs that is due to join the school; if the school will be given permission to proceed to tender stage and proceed as planned from there; and if he will make a statement on the matter. [6905/20]
View answerI can confirm to the Deputy that my Department has recently received a tender report from the school to which he refers. My Department will be in contact with the school directly once its review of this report has been completed.
386. Deputy Marc Ó Cathasaigh asked the Minister for Education and Skills the status of a school building (details supplied) which has been empty since the opening of another school; his plans for the development of the school; the nature of the plans; and if he will make a statement on the matter. [6906/20]
View answerThe property referred to by the Deputy is not in my ownership.
When State monies are provided to facilitate building works to school property owned by a third party, a legal mechanism is put in place in order to protect the State's interest. This is known as a Charging Lease or Declaration of Trust. These leases protect the Minister's capital investment in the school property and require that the property be used as a school for a set period.
I can confirm that as I am not party to a charging lease or a Declaration of Trust on the property referred to by the Deputy I do not have a vested interest in the property.
I would advise that any enquiry regarding the future use of the building should be made to the landowner in the first instance.
387. Deputy Marc Ó Cathasaigh asked the Minister for Education and Skills the status of a school building (details supplied) which has been empty since the opening of another school; his plans for the development of the school; the nature of the plans; and if he will make a statement on the matter. [6907/20]
View answerWhen a school building becomes vacant as a result of closure/amalgamation/replacement, the future use of the old building is in the first instance a matter for the property owner. When the property owner applies to the Minister for permission to either use the property for community purposes or to sell it, my Department makes an assessment as to whether the property is required for future educational use. If it is concluded that the property has no viable future educational use, my
Department permits that it may be used for community or other purposes or may be sold.
I wish to advise the Deputy that the former school that he refers to operates under ERST – the Trustee body responsible for schools formally under the Trusteeship of Christian Brothers.
The Department has no lien on this building, therefore the future use of the building for educational purposes will be contingent on the Terms and Conditions of the Trust and the willingness of the Trust to Lease/Sell the premises to the Minister. In general Trusts are prohibited from disposing of properties for less than market values.
390. Deputy Marc Ó Cathasaigh asked the Minister for Education and Skills the mechanisms that will be put in place to protect teachers, principals and schools from lobbying and canvassing by parents and students regarding potential exam grades due to the change in the leaving certificate for 2020; and if he will make a statement on the matter. [6910/20]
View answerAt the core of both the school-based and national standardisation phases of the system of calculated grades is a commitment to objectivity and fairness. To ensure this, the school-based process must not be compromised.
Therefore, the principal, deputy principal(s), teachers or other members of the school staff must not under any circumstances discuss with any student or with the parents or guardians of any student the estimated marks that the school is submitting.
Any attempt to influence teachers in relation to the process of Leaving Certificate Calculated Grades is considered to be entirely inappropriate and will be regarded as canvassing.
Detailed guidance for teachers and principals in this matter is being finalised by my Department.
392. Deputy Marc Ó Cathasaigh asked the Minister for Education and Skills the consideration he has given to the re-opening of schools in September 2020; if he has given consideration to the earlier opening of schools to facilitate children with autism whose routines have been disproportionately affected by the long-term closure of schools; and if he will make a statement on the matter. [6912/20]
View answerI wish to advise the Deputy that decisions in relation to schools re-opening and operating will be underpinned by the ongoing advice of the National Public Health Emergency Team (NPHET) and the Department of Health.
Engagement is underway with stakeholders in the education sector to develop contingency plans for the re-opening and operation of schools, including schools for children with Autism, in an environment that may require social distancing and other public health requirements.
This work will be informed by the National Return to Work Safely Protocol as well as 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 addition 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.
393. Deputy Marc Ó Cathasaigh asked the Minister for Education and Skills the mechanisms that will be put in place to accommodate families who would normally have access to the July provision for primary school students with special needs; if there is an alternative plan should it not be able to proceed in July 2020; and if he will make a statement on the matter. [6913/20]
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.
395. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills his views on whether the entire 2020 cohort of leaving certificate students should be entitled to resit the exam at any stage in their lives at no cost, including the cost of tuition through further education and so on in recognition of the disruption to the tuition of the school year. [6923/20]
View answerEvery effort was made to run the 2020 Leaving Certificate as close as possible to the way the examinations were originally intended to be held. However, based on medical advice and other assessments, that the Leaving Certificate examinations cannot be held in a reliable and valid manner, nor in a way that would be equitable for students.
All students will be given the option to receive a State Certificate of Calculated Grades in each subject. It will have the same status as Leaving Certificates awarded to students in previous years.
Students will also have the opportunity to sit the Leaving Certificate examination if they wish at the earliest safe and practical time. The examination fee will be waived in this case.
Students who opt to sit the Leaving Certificate examinations at a later stage and who receive an improved CAO offer on foot of these results will also receive a deferred college offer to start their course in the 2021/22 academic year. If a candidate who has started first year of a course becomes entitled to a higher CAO offer and chooses to accept same in the following academic year, attendance for the first year on the new course would remain eligible for free fees and SUSI funding as appropriate.
396. Deputy Cormac Devlin asked the Minister for Education and Skills the date for the release of the health professions admission test, HPAT, results for 2020; and if he will make a statement on the matter. [6924/20]
View answerThe HPAT is independently administered by the Australian Council for Educational Research (ACER) on behalf of the universities’ medical schools and the RCSI. The selection criteria and process for admission to medical schools is a matter for those institutions in line with their statutory autonomy in relation to academic affairs. Neither I nor my Department has a function in the administration of the HPAT, including the issuing of results.
397. Deputy Louise O'Reilly asked the Minister for Education and Skills if he has considered the need for the wearing of face coverings in schools and colleges by staff and or learners; the advice he has received; the minutes of meetings in which this has been discussed; and if he will make a statement on the matter. [6942/20]
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 many of those referred to by the Deputy in her 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.
398. Deputy Louise O'Reilly asked the Minister for Education and Skills if he will publish the advice he received that lead to the cancellation of the cycle to work scheme for teachers; and if he will make a statement on the matter. [6943/20]
View answerIt was necessary for operational reasons to temporarily suspend the cycle to work scheme arising from the COVID 19 lockdown.
The priority of my Department during the lockdown period has been to ensure that the 125,000 payees on the payrolls continued to be paid on a fortnightly basis.
I am glad to advise the Deputy that my Department will accept new applications for the Cycle to Work scheme from the 8th June 2020. The information on my Department's website has been updated to reflect this.
399. Deputy Louise O'Reilly asked the Minister for Education and Skills the structures he is putting in place to protect children and providers to ensure that the July provision goes ahead this summer; and if he will make a statement on the matter. [6944/20]
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.
400. Deputy Louise O'Reilly asked the Minister for Education and Skills if his attention has been drawn to the fact that some English language schools are refusing to refund students for cancelled courses and are instead trying to offer online classes or vouchers for classes for 2021, measures which do not suit the majority of those affected; if the matter will be investigated; and his plans to ensure that all students that request a refund are provided one. [6947/20]
View answerI am aware that issues have been raised in relation to refunds for students in the English language education (ELE) sector. These issues have been discussed at the ELE Covid-19 Working Group chaired by my Department.
In compliance with the Government Decision taken in March 2020, all English language education (ELE) providers closed their premises in accordance with public health advice as part of efforts to combat the spread of the Covid-19 outbreak.
Due to the Covid-19 outbreak, English language education providers have introduced new ways of providing services to their students including facilitating the provision of online classes. This reflects a similar approach that has been adopted by providers across the wider education system. If a student is having issues with the programme on offer or in accessing a provider’s services, they can engage with their provider to address these issues.
It is not within the remit of my Department to pursue providers for refunds arising from fees paid by students. This is a matter between the student and their provider. However, as part of the conditions for a provider to have its programmes included on the Interim List for Eligible Programmes (ILEP) and therefore be eligible to recruit International Students, it must have established policies and procedures for the refund of fees to students in addition to a complaints procedure in the event of student complaints. These should be communicated to the student at time of enrolment. If the student exhausts the internal complaints procedure of the provider and is still unhappy about the outcome, they can make a complaint to the Immigration Delivery Service of the Department of Justice and Equality. However, in the case of a complaint regarding refunds, this can only relate to whether a provider has followed their internal refunds policy. If the provider’s refund policy was followed, there can be no further intervention into a private agreement between a provider and their student.
