Wednesday, 27 May 2020

Special Educational Needs

Questions (272)

Hildegarde Naughton

Question:

272. Deputy Hildegarde Naughton asked the Minister for Education and Skills when he envisages the resumption of school based learning services for children and young adults with special needs. [8000/20]

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Written answers

Minister for Education and Skills

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.

My 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 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.

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 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.

Emergency Works Scheme

Questions (273)

Aindrias Moynihan

Question:

273. Deputy Aindrias Moynihan asked the Minister for Education and Skills the options for funding available for a school (details supplied) that has a student starting at the school in September 2020 that is wheelchair bound and in relation to whom the purchase of specific equipment is required for the playground to enable them play with their peers; and if he will make a statement on the matter. [8001/20]

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Written answers

Minister for Education and Skills

If the student in question requires any works to enable access to the school or their classroom, an application for same can be considered under my Department's Emergency Works Scheme. Specialised furniture or equipment that is required to enable a pupil to undertake their studies is provided through the Furniture and Equipment Scheme, details of which are available on my Department's website.

The mechanism for applying for playground equipment is my Department's Summer Works Scheme. The school should apply for this when the scheme next opens for applications. In the meantime, I can advise the Deputy that the Minor Works Grant can be used to provide the equipment in question.

Student Grant Scheme

Questions (274)

Donnchadh Ó Laoghaire

Question:

274. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the situation that applies to students that are not classed as independent for the purposes of the SUSI grant whose parents are temporarily unemployed due to Covid-19-related circumstances but do not know if they will be taken on again such as, for example, in the bar or retail trade; and if persons in these circumstances will qualify for the change of circumstances clause in SUSI. [8025/20]

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Written answers

Minister for Education and Skills

Student grant applications for academic year 2020/21 will be assessed based on income earned in 2019.

However, if a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future they can apply to have their application assessed under the change in circumstances provision.

In the case of a change of circumstances all household income, and not just the income of the person experiencing the change, will be assessed/reassessed on the basis of the current year (2020). The change of circumstance is not applied retrospectively. Therefore, if the change occurs during the academic year, any award or adjustment will take effect from the month in which the change occurred. This provision may benefit some students whose income has fallen in 2020 due to Covid-19 issues.

When an employment ceases, such as in cases of redundancy, there is always the possibility that the person could commence new employment shortly thereafter and there is also the possibility that the person will remain unemployed for a considerable length of time. For this reason any applicant who is awarded a grant, or has their grant level increased, following the implementation of the change of circumstances conditions may be reviewed by SUSI later in the academic year.

The decision on eligibility for a student grant is a matter for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine. Should a student wish to discuss their particular circumstances with SUSI, the Support Desk may be contacted by telephone 0761 087 874 or email: support@susi.ie

Apart from the Student Grant Scheme, students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists full-time and part-time students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation.

In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from students’ local Tax Offices or from the Revenue Commissioners website, www.revenue.ie

School Staff

Questions (275)

Martin Heydon

Question:

275. Deputy Martin Heydon asked the Minister for Education and Skills the way in which a school (details supplied) can have its staffing allocation for 2020/2021 reviewed in line with the needs of its staff and pupils; and if he will make a statement on the matter. [8027/20]

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Written answers

Minister for Education and Skills

The National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of pupils with special educational needs in special schools, in accordance with the policies of my Department.

Enhanced pupil teacher and SNA ratios are provided to special schools to support them in dealing with pupils' educational and care needs.

Since 2012, special schools are staffed on the basis of individual pupil profile and the disability categorisations of those pupils, as opposed to being based primarily on school designation, in accordance with my Department's most recent Circular 0032/2019 - Appointment of Administrative Deputy Principal and Staffing in Special Schools.

Arrangements in Special school staffing alloctions are reviewed and updated each year by the NCSE and special schools are staffed on the basis of each year’s current school enrolments.

The NCSE are engaging with the school on their staffing allocation for 2020-21, and this will be advised to the school shortly,

Question No. 276 answered with Question No. 120.

Question No. 277 answered with Question No. 118.

Special Educational Needs Staff

Questions (278)

Michael McGrath

Question:

278. Deputy Michael McGrath asked the Minister for Education and Skills the position in relation to the planned redeployment of special needs assistants in the context of Covid-19; if there has been consultation with the relevant trade unions; if roles they may be requested to fill will be suitable for their skills and experience; and if he will make a statement on the matter. [8051/20]

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Written answers

Minister for Education and Skills

The Minister announced on 1st April a contingency plan for all Special Needs Assistants (SNAs) to be available for a new temporary assignment scheme as part of the Government’s response to Covid-19. In the normal course of events, the majority of children with disabilities access multidisciplinary therapy services through the HSE. Many of these services have been scaled down during the Covid-19 emergency situation as staff are redeployed. The reduction in these services, combined with school closures are putting substantial demands on children with disabilities and their families. It is intended that the temporary assignment of SNAs to support children’s disability services during this public health emergency will help to alleviate the stress being experienced by these vulnerable families.

My Department's ‘Guidance on Continuity of Schooling: Supporting Students with Special Educational Needs’ document provides a framework for SEN Teachers and SNAs to maintain contact with SEN students and to provide appropriate learning support. It is acknowledged and welcomed that many SNAs have been engaged in such work through their schools since the closure period began. It has been confirmed to school management that, in the interim period pending the assignment of an individual SNA to the HSE, that SNA is available to support their allocated students through their school.

The HSE has now finalised the details of a new service which SNAs will provide during the school closure period. The HSE has started assigning SNAs to families and children identified in their services.

There has been close cooperation between the Department of Education and Skills, the Department of Health and the HSE in establishing and managing the scheme to date. The Departments and the HSE hold weekly meetings with the Education Division of Fórsa (the trade union representing SNAs) to resolve any issues of concern.

SNAs will be asked to provide support to those students in receipt of HSE Disability services by way of remote working through the use of telephones, smart phones or laptops. They will work under the guidance and direction of the child’s ‘key point of contact’ who will be a clinician such as a speech and language therapist, psychologist or occupational therapist who is familiar with the student and will explain what support each student and family might require. The key point of contact will provide strategies for working with the child / family and will signpost the SNA towards any resources required. Communication channels between the school and the SNA will be facilitated where appropriate to ensure that SNAs can receive guidance where educational issues arise during the course of the suite of supports being provided by the HSE teams during this period.

SNAs will be matched with students, and wherever possible this will be their own allocated student(s). If this is not possible, SNAs may then be matched to support children with whom they are not familiar. Students and families requiring the greatest level of support will be prioritised.

To ensure that SNAs receive appropriate support and have regular opportunities to engage with the HSE’s multidisciplinary teams, SNAs will be able to access resources at the relevant HSE or disability service premises and will be provided with a letter identifying them as an essential worker to facilitate travel to these centres.

It is intended that the work of the SNAs will be underpinned by dedicated ICT supports. Therefore, where the SNA prefers to work remotely or has an underlying health condition or particular circumstances that impact on their ability to leave their home and has access to the appropriate technology this can be facilitated with the agreement of the Service Manager and key point of contact.

The HSE will provide induction for all SNAs who are asked to participate in the new service. Where possible they will ask SNAs to attend one of their offices to do this but where SNAs are self-isolating, have underlying health conditions or have childcare or other caring responsibilities, the induction can be done remotely.

The HSE are providing a dedicated IT platform which will allow the HSE to match SNAs to children / families. This platform will also allow the SNA to log their interactions with the family and to report on same. SNAs can use their own phone, tablet or laptop to carry out this work, and access to appropriate resources and technology will also be available at the HSE / disability premises.

At all times the HSE will take account of the public health restrictions in place and the Roadmap for Reopening Society and Business published by Government on 1 May.

Question No. 279 answered with Question No. 139.

Covid-19 Pandemic

Questions (280)

Michael McGrath

Question:

280. Deputy Michael McGrath asked the Minister for Education and Skills if he will respond to a matter raised in correspondence by a person (details supplied) in the context of the Roadmap for Reopening Society and Business; and if he will make a statement on the matter. [8055/20]

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Written answers

Minister for Education and Skills

On 1st May, the Government published a roadmap to ease Covid-19 restrictions and reopen Ireland’s economy and society.

It is outlined in the roadmap that from 18 May 2020, school buildings will be open for access by school staff for the organisation and distribution of remote learning.

My Department has published information for school staff which provides that schools can organise, prepare and disseminate books and other learning materials to students such as photocopies and written material in relation to tuition.

Parents should contact their school in this regard so that appropriate arrangements can be made.

Special Education Review

Questions (281)

Martin Heydon

Question:

281. Deputy Martin Heydon asked the Minister for Education and Skills the status of the report by the Special Education Review Committee which decides pupil staffing allocations for special schools; when this allocation model was last reviewed; when it will be updated in line with the reduction in the pupil teacher ratio in mainstream schools through recent years; and if he will make a statement on the matter. [8084/20]

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Written answers

Minister for Education and Skills

The National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of pupils with special educational needs in special schools, in accordance with the policies of my Department.

Staffing arrangements for special schools are in line with policy advice provided by the NCSE in 2013, which did not recommend alteration to staffing ratios established under SERC Report in 1993.

Enhanced pupil teacher and SNA ratios are provided to special schools to support them in dealing with pupils' educational and care needs.

Since 2012, special schools are staffed on the basis of individual pupil profile and the disability categorisations of those pupils, as opposed to being based primarily on school designation, in accordance with my Department's molst recent Circular 0032/2019 - Appointment of Administrative Deputy Principal and Staffing in Special Schools.

Arrangements in Special school staffing alloctions are reviewed and updated each year by the NCSE and special schools are staffed on the basis of each year’s current school enrolments.

The NCSE are currently undertaking policy advice on the educational provision that should be in place for students educated in special schools and special classes. This policy advise will make recommendations on the provision required to enable students in special schools and classes to achieve better outcomes.

The NCSE have been asked to complete and submit it’s report to the Minister not later than December 2020. There will be no change to the staffing arrangements currently in place in special schools, pending the receipt and consideration of this policy advice.

English Language Training Organisations

Questions (282)

Donnchadh Ó Laoghaire

Question:

282. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the status of the work being done to support English language students here; and if he has had discussions with the Minister for Justice and Equality regarding suspension of student visas until September 2020 or such point when face-to-face classes can be resumed. [8085/20]

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Written answers

Minister for Education and Skills

My Department is conscious of the issues in the English language education sector arising from the Covid-19 outbreak. While I have not had direct engagement with my colleague, the Minister for Justice and Equality, officials from our respective Departments are in regular contact on these matters.

My Department has established a Covid-19 Working Group for this sector which is comprised of representatives of relevant Government Departments including the Department of Justice and Equality and representatives of both students and English language education providers. This Group continues to meet to address measures and supports for the students and providers in this sector.

The Department of Justice and Equality continues to publish updates on any changes to the immigration permission system resulting from the Covid-19 outbreak and has recently provided a Frequently Asked Questions (FAQ) document to provide additional detail on these measures. The most recent update, issued on 13th May 2020, informs students that all immigration permissions that are due to expire from 20th May 2020 to 20th July 2020 will be automatically renewed for a period of 2 months. It is a requirement of these permissions that students continue to be enrolled in a course of study and that they attend scheduled classes including where they are provided online. In the current circumstances and as a temporary measure, students are also permitted to work for a maximum period of 40 hours a week on the condition that they complete their course online if this service is provided by their school. Further changes to student immigration permissions will be discussed with the Department of Justice and Equality and will be informed by engagement with stakeholders for this sector, Covid-19 developments and the timeframe for the re-opening of the premises of English language education providers.

The timeframe and arrangements for the re-opening of the premises of providers and for the return to in class tuition for students will be guided by public health advice applicable at a given time. On May 1st, the Taoiseach announced the roadmap for the gradual lifting of the current Covid-19 restrictions. This roadmap sets out a number of phases with the re-opening of the wider education system contained in the later phases to coincide broadly with the beginning of the new academic year.

My Department will engage with relevant stakeholders within the sector regarding their development of plans for re-opening. It is anticipated that these plans will be informed by the "Return to Work Safely Protocol" recently published jointly by the Department of Health and the Department of Enterprise, Business & Innovation, and designed to support measures being put in place that will prevent the spread of COVID-19 in the workplace. Experience of the re-opening of educational facilities in other jurisdictions will also be relevant.

Special Educational Needs

Questions (283)

Peter Burke

Question:

283. Deputy Peter Burke asked the Minister for Education and Skills if clarity will be provided in relation to the July provision due to the urgent need being experienced by children with disabilities due to the closing of schools and related supports; and if he will make a statement on the matter. [8087/20]

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Written answers

Minister for Education and Skills

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.

Special Educational Needs Staff

Questions (284)

Peter Burke

Question:

284. Deputy Peter Burke asked the Minister for Education and Skills if he has considered the use of SNA staff to provide the July provision in view of the willingness of many SNAs to provide this support and the high levels of training and experience many SNAs have with children with disabilities in particular; and if he will make a statement on the matter. [8088/20]

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Written answers

Minister for Education and Skills

I 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.

The July Provision scheme is an extension of the school year. Where the scheme is held in school, special classes continue on and SNAs remain in the class to support the children availing of July Provision.

Special Educational Needs Staff

Questions (285)

Peter Burke

Question:

285. Deputy Peter Burke asked the Minister for Education and Skills if clarity will be provided on the proposed redeployment of SNAs to provide remote support to children with disabilities; if this is happening in counties Westmeath and Longford; the number of SNAs that have signed up for the scheme; if the scheme is mandatory or opt in; and if he will make a statement on the matter. [8089/20]