Written Answers Nos. 121-140
121. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills when students that wish to appeal their predicted grade and sit the exam at a later date will get the opportunity to do so; if he has considered alternative methods to facilitate sitting the exams in order that students do not have to wait a prolonged period of time; and if he will make a statement on the matter. [7165/20]
View answer235. Deputy Peter Burke asked the Minister for Education and Skills if his Department has reviewed the possibility of those that choose to sit the leaving certificate in 2020 being permitted to attend college in 2020 if Covid-19 were to significantly stabilise; and if he will make a statement on the matter. [7866/20]
View answer239. Deputy Thomas Byrne asked the Minister for Education and Skills the date for a written leaving certificate to take place in 2020. [7873/20]
View answerI propose to take Questions Nos. 121, 235 and 239 together.
Any decision to run the 2020 Leaving Certificate examinations at a date in the future will be guided by public health advice at that time. My Department will engage with relevant stakeholders including the State Examinations Commission to assist with the development of plans for the running of the examinations in an environment that may require social distancing and other measures. The safety of students and staff will be the most important consideration.
As part of the calculated grades process where a student is not satisfied with their calculated grade it can be appealed to my Department. The appeal system is set out in the information available on my Department’s website.
122. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills the provisions being made for leaving certificate students that have been home schooled and may not have ever sat a formal exam in a formal school environment; and if he will make a statement on the matter. [7166/20]
View answer124. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills the way in which students that sit non–curricular subjects such as Polish, Romanian and Russian will be accommodated; and if he will make a statement on the matter. [7168/20]
View answer134. Deputy Thomas Byrne asked the Minister for Education and Skills the process by which a calculated grade will be provided to students that study a subject independently of a school. [7183/20]
View answer163. Deputy Cathal Crowe asked the Minister for Education and Skills the status of the leaving certificate for external candidates (details supplied). [7361/20]
View answer170. Deputy Joan Collins asked the Minister for Education and Skills if a hotline will be set up to assist external students (details supplied) in view of the fact they have not been contacted in relation to the leaving certificate 2020; if they will be written to; and if an announcement will be made in relation to the way in which grades for these students will be calculated. [7414/20]
View answer206. Deputy Noel Grealish asked the Minister for Education and Skills the way in which the predictive grading system will work for leaving certificate students that are currently home schooled; and if he will make a statement on the matter. [7719/20]
View answerI propose to take Questions Nos. 122, 124, 134, 163, 170 and 206 together.
Where a student is studying one or more subjects outside of a recognised school, every effort should be made by the school to provide an estimated mark where the principal is confident that there is sufficient evidence of the student’s achievement to make an objective judgment. My 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. All reasonable efforts should be made to obtain a satisfactory evidence base. This includes situations where students are studying subjects outside of school, including the non-curricular languages.
In the case of students taking a subject outside school, the detailed guidance for schools published on 21st May provides details of how schools should proceed if school management authorities are confident that there is sufficient evidence of the student’s achievement to make an objective judgement.
For students in receipt of home tuition with an association to the school, the guidance published on 21st May will provide information for school authorities to engage with the home tutor in arriving at a decision.
If the student is not being taught by a registered teacher, the principal will need to consider whether there is sufficient evidence on which to base an estimate. If there is not sufficient evidence, then it is highly unlikely that the Department will be able to generate a calculated grade for that subject.
In general, 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.
Where it is not possible to provide a calculated grade students will have the opportunity to sit the 2020 Leaving Certificate examination at a later date when it is safe to do so.
123. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills the way in which students that change levels late in the academic year will be accommodated; and if he will make a statement on the matter. [7167/20]
View answer159. Deputy John Brady asked the Minister for Education and Skills the way in which it is planned to use predicted grades for leaving certificate students that only moved to a new school in December 2019 and have never met their Irish and history teacher in view of the fact they were on maternity leave when they started in their new school; and if he will make a statement on the matter. [7319/20]
View answer166. Deputy Sean Fleming asked the Minister for Education and Skills the full arrangements in place in relation to students that were on the leaving certificate applied course; the arrangements in place for attendance; the provision which can be made to facilitate students in these situations; and if he will make a statement on the matter. [7385/20]
View answer187. Deputy Thomas Byrne asked the Minister for Education and Skills if a practical project will be examined as part of the grading for results in relation to the leaving certificate. [7548/20]
View answer190. Deputy Sean Fleming asked the Minister for Education and Skills the arrangements for predictive marking for students that suffer from mental health issues (details supplied); and if he will make a statement on the matter. [7585/20]
View answer192. Deputy Peter Burke asked the Minister for Education and Skills the way in which a secondary student that does five subjects through school and two outside of school will have predicted grades for the two additional subjects when they do the subjects independently and autonomously; and if he will make a statement on the matter. [7596/20]
View answer211. Deputy John Brady asked the Minister for Education and Skills if CPD for teachers was formed as part of contingency planning for the State examinations; and if so, when it will be available. [7735/20]
View answer217. Deputy John Brady asked the Minister for Education and Skills his views on whether the process his Department has followed in arriving at the announcement of the calculated grades model on 8 May 2020 was adequate in view of the fact that schools, principals and teachers are still awaiting clarification and a detailed guidance document. [7741/20]
View answer296. Deputy Holly Cairns asked the Minister for Education and Skills the process for marking leaving certificate students if the teacher makes a professional assessment that they are not familiar enough with the student or their capacities and for the student to highlight these issues in such a case. [8209/20]
View answer302. Deputy Seán Crowe asked the Minister for Education and Skills the way in which the calculated grades system will apply to students sitting the leaving certificate outside of a secondary school setting and are being facilitated by schools or further education colleges while studying independently; and if these students will have no option but to sit the exam at a later date yet to be announced and will be unable to take up third-level education in the 2020/2021 academic year. [8260/20]
View answerI propose to take Questions Nos. 123, 159, 166, 187, 190, 192, 211, 217, 296 and 302 together. I published detailed guidance for schools on calculated grades on 21 May. The document sets out information on the process of estimating marks for students to receive calculated grades, and this has been sent to all schools. The document, together with Frequently Asked Questions, are available on my Department’s website. Further guidance and resources are being developed to support the implementation of Calculated Grades. These include an instructional video for teachers and information leaflets for schools and for parents/guardians.
Teachers are asked to use their professional judgement, drawing on existing records and available evidence to arrive at an estimated mark for each student.
If a student is new to a class or school, then the teacher should consult the previous teacher to obtain any relevant documentation. My 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. All reasonable efforts should be made to obtain a satisfactory evidence base.
An on-line portal for students to confirm the subject level at which they initially entered for the examinations, or to change to a different level, is available since yesterday, Tuesday 26th May.
Leaving Certificate Applied students will be provided with calculated grades for subjects, tasks and vocational specialisms due to be completed in 2020.
Where a student is studying one or more subjects outside of a recognised school, every effort should be made by the school to provide an estimated mark where the principal is confident that there is sufficient evidence of the student’s achievement to make an objective judgement.
For subjects with a practical component, the overall estimate will include the mark that the teacher thinks would have been achieved if it had been marked in the usual way. There is one exception to this: in the case of Home Economics – Scientific and Social, the journal component has already been marked by the SEC, and this mark will not be adjusted.
I would like to reiterate that the teacher is the best placed person to examine the work of the student and give a balanced professional judgement, based on evidence, about the expected achievement of the student. Teacher professional judgement facilitates incorporating a range of available evidence as to the likely performance of students. Teachers know their students and are able to balance a variety of evidence in arriving at a professional judgement.
125. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills the details of the advice he received which prompted his decision to rescind the leaving certificate oral and practical marks which were previously awarded 100%; if he will publish this advice; and if he will make a statement on the matter. [7169/20]
View answer214. Deputy John Brady asked the Minister for Education and Skills the reason for selecting the calculated grades system. [7738/20]
View answer293. Deputy Steven Matthews asked the Minister for Education and Skills the details of the design of the guide for calculated grades for the 2020 leaving certificate; if alternatives were considered; and if he will address the decision to proceed with the system that was chosen. [8196/20]
View answerI propose to take Questions Nos. 125, 214 and 293 together.
Every effort was made to run the 2020 Leaving Certificate as close as possible to the way the examinations were originally intended to be held. The decision to postpone the Leaving Certificate was taken following an assessment of public health advice, advice from NEPS and other information including the State Examinations Commission’s considerations of the implications for holding the exams in July and August. I concluded that the Leaving Certificate examinations could not be held in a reliable and valid manner, nor in a way that would be equitable for students, In July and August.
The system of calculated grades that has been put in place will allow a student to progress to the next stage of their life in a timely fashion. Students will also have the right to sit the examinations at a later stage when it is safe to hold them in the normal way.
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 are best placed to make a balanced judgement about what the candidate’s overall performance and grade across all aspects of Leaving Certificate subjects would have been. This means the calculated grade will be as close to the outcome of the traditional Leaving Certificate as possible and comparable to the Leaving Certificate grades any other year.
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 works. Detailed guidance for teachers on the operation of the calculated grades system was published and issued to schools on 21 May.
When it was thought possible to proceed with 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. An estimated mark for these subject components should be based on the assumption that the components would have proceeded and been marked in the normal manner. 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.
126. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills if he will publish the guidelines previously mentioned to protect teachers and school staff from lobbying and canvassing on behalf of particular students; if he has considered appropriate sanctions for such transgressions; and if he will make a statement on the matter. [7170/20]
View answer141. Deputy Thomas Byrne asked the Minister for Education and Skills the powers available to his Department to protect teachers from canvassing without primary legislation; and if he will make a statement on the matter. [7191/20]
View answerI propose to take Questions Nos. 126 and 141 together.
I published detailed guidance for schools on calculated grades on 21 May. The document sets out information on the process of estimating marks for students to receive calculated grades, and has been sent to all schools. The guidance contains specific advice on student-teacher contact and fairness in the calculated grades model.
At 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 follow the Department’s specific procedures and must not under any circumstances discuss with or disclose to any student or parents or guardians of any student the estimated marks that the school is submitting. Conversely, students and parents or guardians must not contact a teacher or other member of staff to discuss the estimated marks.
Where an attempt to contact of engage in discussion persists the teacher must report this to the school principal, and provide a write record of the contact. The record will be maintained by the principal until the conclusion of any potential review or appeal process associated with the student’s calculated grades. The principal must notify the Department that the school has a record of contact. The Department will request written affirmation from the principal that all procedures at school level were followed despite the alleged contact before the student’s marks and ranking can be processed.
127. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills his plans in place for leaving certificate students in 2021 in view of the fact they have lost considerable classroom time and are likely to be impacted going forward; if he has received advice regarding this cohort of students; if he plans to seek advice on the way in which the workload for these students will be reduced commensurate with the time they have lost in school; and if he will make a statement on the matter. [7171/20]
View answerSince the announcement in March that schools would close and the subsequent extensions of that closure, I and my Department have made it clear that teachers and other staff in the education sector would continue to work and to engage with their students. My Department has written to school management and asked schools to put in place arrangements to continue the delivery of education to students. A series of guidance notes to support schools in how to effectively support and engage with their students continues to be compiled to address challenges in providing programmes of continued learning in the current context.
School and college buildings since May 18th are available for access by teachers to facilitate the organisation and distribution of remote learning.
Specific guidance on the continuity of schooling for primary and post-primary schools issued on Thursday 2nd April. Further guidance issued on April 22nd with a particular focus on supporting students with special educational needs and students at risk of educational disadvantage. These guidance documents are available on my Department’s website.
The guidance is informed by feedback from school surveys and prompted by a growing demand in some schools seeking such guidance. The reaction from schools is that this material is particularly useful as they navigate the challenges associated with the new teaching and learning environment that has emerged through enforced closures of schools during the public health crises.
The nature of distant learning has required schools to take on a range of approaches to support their students. Schools and teachers have demonstrate great innovation in adapting to the new situation. Many schools are using digital resources and remote teaching as well as communicating with parents through email and digital apps to provide work for students. The Department is aware that many schools are using e-platforms to enable their teachers to provide work to students, particularly to students in examination classes, and to enable students to complete tasks and tests for assessment.
Resources to support the transition to distant learning are being provided by the Department support service, the Professional Development Service for Teachers (PDST), Scoilnet the Department’s educational portal provides access to a wide variety of resources and information developed by various services including: the PDST, Junior Cycle for Teachers (JCT), the National Educational Psychological Service (NEPS), the National Council for Special Education. These resources can all be accessed at https://www.scoilnet.ie/support/. Scoilnet also provides access to extensive educational resources including Worldbook Online, at www.scoilnet.ie
As part of the implementation of the Digital Strategy for Schools 2015-2020 Enhancing Teaching Learning and Assessment, funding of €210m for ICT Infrastructure will be distributed to schools over the five years of the Strategy. €110m has issued over the lifetime of the strategy to date. €50m is issuing now in the form of a grant payment to all eligible schools.
In the context of the current public health crisis the funding can be focussed on assisting schools to address ICT needs to support the provision of remote learning. This can include the purchase of ICT devices that can be shared with students who do not have access to devices, essential learning platforms and other ICT infrastructure to support the provision of remote learning.
The Department will continue to work with the education partners to provide solutions in areas where digital and remote learning options may not be possible.
In the context of planning for a return to school which is underway, I expect those going into sixth year in post primary schools to be a group that will receive a particular focus in the context or preparations for the Leaving Certificate examinations in 2021.
128. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills the measures being taken in schools to facilitate staff that have underlying health conditions and may not be in a position to return to work in September 2020 should schools reopen at that time; and if he will make a statement on the matter. [7172/20]
View answerThe general principles to apply to the management of COVID-19 includes the safety and welfare of employees and the minimisation of the impact of COVID-19 on teaching and learning.
The current arrangements in place for school staff, including those with underlying medical conditions, are outlined in my Department’s Circular Letters which are available along with other relevant information on the Covid-19 page of my Department’s website.
Because of the diversity of Institutions providing education, the opening of such Institutions needs to be carefully managed and planning has already commenced in my Department. This process will include consultation with stakeholders, take into account the experience of other countries and the ongoing public health advice. The position of staff with underlying medical conditions will be considered as part of this process.
129. Deputy Kathleen Funchion asked the Minister for Education and Skills the arrangements in place for students that are in the final year of their masters for secondary school teaching in circumstances in which Irish is one of their subjects and they have not had the opportunity to complete their Gaeltacht placement due to the Covid-19 pandemic; and if they will still be awarded the relevant qualification from the National Teaching Council. [7178/20]
View answerBoth my Department and I are aware of the matter referred to by the Deputy.
I wish to advise that this matter is under active consideration by the Teaching Council at present and the Council have advised my Department that a statement will issue shortly on this matter.
The Teaching Council is the statutory body charged with determining standards for the teaching profession and for accrediting programmes of initial teacher education.
130. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the ongoing review of the July provision scheme; if the potential for the scheme to run in August 2020 has been examined; and if he will make a statement on the matter. [7179/20]
View answer143. Deputy Thomas Byrne asked the Minister for Education and Skills if the provision of further educational resources to children with special educational needs over the summer months outside of the July provision scheme is being considered; and if he will make a statement on the matter. [7193/20]
View answer152. Deputy Thomas Byrne asked the Minister for Education and Skills if he has examined the potential for additional distance learning supports over the summer months; if so, the findings of the examination; and if he will make a statement on the matter. [7229/20]
View answer241. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the review of the July provision scheme. [7875/20]
View answerI propose to take Questions Nos. 130, 143, 152 and 241 together.
My Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.
They have also lost out on specialist supports during this closure period.
My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.
These include –
- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;
- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs
- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.
- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year
- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)
- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.
- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.
Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.
However my Department is planning for 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.
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.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.
131. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the procurement of information technology equipment through his Department following an announcement of top-up funding on 22 April 2020; and if he will make a statement on the matter. [7180/20]
View answer244. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the provision of funds for information communications technology equipment to schools including the procurement of equipment via his Department. [7878/20]
View answerI propose to take Questions Nos. 131 and 244 together.
As part of the implementation of the Digital Strategy for Schools 2015-2020 - Enhancing Teaching, Learning and Assessment, funding of €210m for ICT Infrastructure will be distributed by my Department to primary and second level schools over the five years of the Strategy. €110m has issued over the last three years and a further €50m has recently been issued which includes the €10m referred to by the deputy.
This additional €10m ICT top-up funding which has also issued, is part of the broader Digital Strategy investment. Schools have been very innovative in meeting the challenges posed by school closures and I made this funding available at this time to assist schools to support students at risk of educational disadvantage due to COVID-19 school closures. Schools have been asked to use this funding to support students where, due to lack of access to digital devices, are disadvantaged in their engagement with the school's remote teaching and learning where this is provided by digital means.
Schools know their students and are best placed to identify how to best support their student to engage with learning during the current public health crises. The ICT Grant funding facilitates schools to put in place the supports needed to meet the needs of individual students to actively engage with remote learning. Decisions as to what equipment is to be acquired and procurement of same is the responsibility of schools.
Students, pupils and teachers can engage with remote learning using various digital devices including Desktop PCs, Laptops, Tablets and Chromebooks. Where schools have determined that laptops are required and in order to ameliorate current laptop supply chain challenges for laptops, my Department has advised schools of two mechanisms to aggregate purchase orders for laptops from schools under centralised bulk provisioning processes. The generation of a bulk order will enable prioritisation of laptops orders with manufacturers, and so expedite delivery over and above timelines that are generally available at present. These mechanisms are established under two Single Provider Frameworks, for the provision laptops for schools, based on OGP Frameworks which meet technical and procurement requirements for schools. Information regarding OGP Frameworks for the provision of other relevant equipment for schools has also been provided via the circulars governing the ICT Grant scheme.
Full details regarding the funding are set out in Circulars 0031/2020 (€40m funding) and 0032/2020 (€10m funding) which are available on the Department’s website at
https://www.education.ie/en/Circulars-and-Forms/Circulars-and-Forms/.
132. Deputy Thomas Byrne asked the Minister for Education and Skills the consultation which has taken place to date on the provision of additional spaces at third-level institutions for the coming term; if agreement has been reached that these places will be made available to current leaving certificate students; if additional supports will be provided to third-level institutions; and if he will make a statement on the matter. [7181/20]
View answer248. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the provision of additional places at third-level institutions in 2020; the additional supports that will be provided; and if he will make a statement on the matter. [7882/20]
View answerI propose to take Questions Nos. 132 and 248 together.
We understand that this is a time of uncertainty for students hoping to progress to third level and work is ongoing in ensuring that the third level entry process can progress as smoothly and equitably as possible. The National Co-ordination group for tertiary education is meeting on a regular basis, and is closely monitoring the impact that Covid-19 is having on third level institutions and their current and prospective students.
In light of the current public health circumstances, it is difficult to predict the expected international student numbers for next academic year. Much depends on unfolding events such as all available national and international public health advice, particularly in respect of international travel for programmes where a physical presence in Ireland is needed.
Higher education institutions are autonomous with regard to management of their academic affairs including admissions procedures. The CAO processes applications for undergraduate, and some postgraduate, courses on behalf of the HEIs. Decisions on admissions are made by the HEIs which then instruct the CAO to make offers to successful candidates. This remains the case this year, including in the case of any drop in domestic or international enrolments.
The projected financial impact of Covid-19 on Higher Education and the Tertiary Education system as a whole is being assessed by the Department of Education and Skills as part of its ongoing analysis of the impact of Covid-19 on the education sector overall. The provision of additional financial support to support Tertiary Education to ensure that it can contribute fully to economic recovery and to meeting priority skill needs will be examined in the context of overall expenditure management and budgetary policy. The Department will continue to engage with key stakeholders to safeguard the recovery of the tertiary education sector.
135. Deputy Thomas Byrne asked the Minister for Education and Skills the planning underway for students that will take leaving certificate exams in 2021; and if he will make a statement on the matter. [7184/20]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
136. Deputy Thomas Byrne asked the Minister for Education and Skills the additional supports which have been provided through his Department to pupils with special educational needs; if additional supports are being developed; and if he will make a statement on the matter. [7185/20]
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 rresources 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.
137. Deputy Thomas Byrne asked the Minister for Education and Skills if his Department has undertaken an examination of the ongoing closure of schools on educational attainment; and if he will make a statement on the matter. [7186/20]
View answerA key priority for my Department is to minimise the impact of school closures on the educational attainment of young persons due to the Covid 19 crisis. We are currently undertaking a number of actions to ensure this.
Guidance has already issued to primary and post-primary schools to help ensure the continuity of teaching and learning, to support those with Special Educational Needs, those in areas of educational disadvantage, and to help support the wellbeing of all learners. Guidance will issue shortly which will include information to support learners at each of the key stages of transition.
This guidance has been developed in consultation with the management bodies and unions from both sectors which will continue for the foreseeable future.
The aim of distant learning approaches is to ensure that children stay connected with learning to facilitate progression to the next level of their education. School communities have been learning to adjust and adapt to the challenges they face at this time and have taken up the challenge of staying connected with their students for teaching, learning and maintaining the social connections and supports that are so important for young people’s wellbeing.
It is recognised that schools continue to be best placed to make decisions about how to support and educate all their learners during this period. Analysis of the gaps in learning for all their learners and how these gaps will be addressed can begin before the school term ends but in practice, it may not be possible to determine, except in broad terms, until students return to the classroom. My Department will provide guidance and assistance to schools.
With regard to the reopening of schools in the autumn a group has also been established within my Department. At present this involves two strands:
- the logistics of reopening; health and safety; hygiene; social distancing, etc. and
- curriculum considerations, i.e. what needs to be put in place to support ongoing progression for learners and addressing any shortfall that may result from school closures.
My department will continue to issue advice and guidance to schools as appropriate, in accordance with the advice from the National Public Health Emergency Team, in order to mitigate any impact on the educational attainment of young persons.
138. Deputy Thomas Byrne asked the Minister for Education and Skills if answers to non-individual specific queries submitted to his Department on calculated grades for the leaving certificate will be published on the Departmental website. [7187/20]
View answerMy Department has published Frequently Asked Questions (FAQ) in regard to the Leaving Certificate 2020, including calculated grades, on its website. The FAQ are updated regularly. There is also a detailed guide to calculated grades for Leaving Certificate 2020 for schools and students on my Department’s website.
139. Deputy Thomas Byrne asked the Minister for Education and Skills if he will provide an additional deadline to CAO applicants for 2020 applications (details supplied). [7189/20]
View answer279. Deputy Michael McGrath asked the Minister for Education and Skills if his attention has been drawn to the fact that certain leaving certificate students missed the deadline to apply for the CAO; if he will arrange for late applications to be accepted in view of the extenuating circumstances these students are dealing with arising from Covid-19; and if he will make a statement on the matter. [8052/20]
View answerI propose to take Questions Nos. 139 and 279 together.
The National Co-ordination group for tertiary education is meeting on a regular basis, and is closely monitoring the impact that Covid-19 is having on third level institutions and their current and prospective students. Work is ongoing to ensure that the third level entry process can progress as smoothly and equitably as possible.
However the Higher Education Institutions (HEIs) are governed by the Universities Act 1997, the Institutes of Technologies Acts 1992 to 2006 and the Technological Universities Act 2018. Within the meaning of these Acts, higher education institutions are autonomous with regard to management of their academic affairs including admissions procedures. The CAO process applications for undergraduate, and some postgraduate, courses on behalf of the HEIs. Decisions on admissions are made by the HEIs who then instruct the CAO to make offers to successful candidates.
As such, neither I nor my Department has any role in relation to the operation of the CAO. Queries on these processes should be sent directly to the CAO, contact details for which can be found on their website www.cao.ie
140. Deputy Thomas Byrne asked the Minister for Education and Skills if staff from the State Examinations Commission have been seconded to the unit of his Department tasked with the adjustment of calculated grades. [7190/20]
View answerFollowing my announcement on Friday 8th May regarding the calculated grade optional model for the Leaving Certificate, LCVP and Leaving Certificate Applied examinations, an Executive Office has been established within my Department to deliver the calculated grades model in 2020. This requires the temporary secondment of a small number of staff from the SEC to that office to achieve this objective. The Office was formally established on Monday 18 May, 2020 and to date, sixteen officials have been seconded from the State Examinations Commission to the Executive Office. Some secondments will also take place for shorter periods; for example, twenty one staff have also been seconded for a number of days to support the online candidate helpline. Further consideration will be given on an ongoing basis to the secondment of any additional staff as required.
