Written Answers Nos. 161-180
161. Deputy Michael McGrath asked the Minister for Education and Skills if a student (details supplied) in County Cork can benefit from online teaching for the 2020/2021 school year; and if he will make a statement on the matter. [10118/20]
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.
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.
Further details of how and when schools will reopen and also as to whether some online teaching may continue next year, will be announced shortly.
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.
162. Deputy Michael McGrath asked the Minister for Education and Skills the location a new primary school (details supplied) in County Cork will operate out of for the 2020/2021 school year; the status of the plans for the new school; and if he will make a statement on the matter. [10119/20]
View answerOptions in relation to the location of interim accommodation to facilitate the school to which the Deputy refers are still under consideration.
It is envisaged that the school will open in suitable interim accommodation for the 2020/2021 academic year.
163. Deputy Michael McGrath asked the Minister for Education and Skills his plans to support students that are due to take the leaving certificate exam in 2021 in view of the fact they have missed out on a long period of in-class time as a result of Covid-19; and if he will make a statement on the matter. [10124/20]
View answerFollowing the school closure in March 2020, my Department published a range of guidance to assist schools and teachers in ensuring continuity of teaching and learning for students as well as supporting their wellbeing during the COVID-19 pandemic.
This guidance aimed, inter alia, to ensure regular engagement of students in lessons, tasks and learning experiences across the range of curriculum subjects, provision of regular assignments and regular, practical, supportive and customised feedback on work submitted.
Schools adopted various ways to engage with their students in accordance with the technology and broadband resources available in school and at home, including by post, e-mails, communication apps, the school website, use of other digital communicative platforms, including live meetings. Schools were asked to be conscious of pupils who may not have access to online facilities and to adapt approaches so that these pupils continued to have the opportunity to participate in learning.
The aim of these distant learning approaches, the guidance which issued to all schools and the regular engagement with students, was to ensure that students stayed connected with and progressed their learning. These actions will, therefore, have helped to minimise the impact of school closure.
In the context of planning for a return to school which is underway, my Department is, inter alia, considering the curriculum, 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. Those going into sixth year in post primary schools are a group that will receive a particular focus in the context of preparations for the Leaving Certificate examinations in 2021.
My Department is acutely aware of the challenges faced by students at this difficult time, and how the current circumstances will continue to present challenges into the future. The welfare of students is, and will continue to be, front and centre in all decision making.
164. Deputy Charlie McConalogue asked the Minister for Education and Skills if financial assistance is available for a student (details supplied); and if he will make a statement on the matter. [10129/20]
View answerAt postgraduate level, eligible students attending an approved course in an approved institution may receive supports via the statutory based Student Grant Scheme. To qualify for grant support, a grant applicant must meet various criteria including those relating to means, residency, nationality and progression. The decision on eligibility for grant assistance is a matter for the student grant awarding authority SUSI (Student Universal Support Ireland).
In relation to fees, postgraduate students pursuing an approved course in Northern Ireland who meet the qualifying conditions for the special rate of grant under the Student Grant Scheme are eligible to have their tuition fees paid up to a maximum fee limit of €6,270; the income threshold for this grant under the Student Grant Scheme 2020 is €24,500.
Alternatively a postgraduate student attending an approved course in Northern Ireland may qualify to have a €2,000 contribution made towards the cost of his/her fees. The income threshold for this payment is €31,500 for the 2020/21 academic year, increasing relative to the number of family dependents.
However, a student or tuition student in receipt of, or eligible for, full assistance towards the tuition fee element from any other source including sponsorship or an award is not eligible for a fee grant under the Student Grant Scheme.
In relation to maintenance grant assistance, the source of funding towards tuition fees is unclear from the information provided. This has a bearing on whether the student may be eligible for maintenance grant assistance under the terms and conditions of the Student Grant Scheme.
In his regard, the student may wish to discuss her particular circumstances and make further enquiries in relation to eligibility for student grant assistance with SUSI’s Helpdesk, who may be contacted by telephone at 0761 087 874 or email support@susi.ie.
In addition, I understand guidance in relation to funding as well as support for students with financial issues is provided by Ulster University via their Student Money Team. Further information in relation to this service is available from: https://www.ulster.ac.uk/wellbeing/student-money-advice
165. Deputy Holly Cairns asked the Minister for Education and Skills the considerations or special exceptions that will be made when predicting grades for leaving certificate students that have had low attendance or struggled with class participation due to mental health related issues. [10147/20]
View answerI 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 www.gov.ie/leavingcertificate.
Additional guidance to schools on the avoidance of unconscious bias, interpreting evidence of achievement in the case of students with disabilities, and further guidance on bonus marks that would have applied for answering the written examinations through Irish issued to schools on 28 May.
Teachers are asked to use their professional judgement, drawing on existing records and available evidence to arrive at an estimated mark for each student. Teachers will use a number of records in assessing a student’s performance and progress; for example, classwork and homework; class assessments; examinations in school at Christmas or summer, mock exams and also coursework. They will not be simply passing on results from mock examinations or other tests.
It is assumed that all teachers have a very good knowledge of their students and are aware of their individual learning needs. Teachers are asked to be alert to the issue of unconscious bias and to examine the available evidence objectively, focussing on evidence that is clearly about attainment in the subject and not about other factors, such as absences from school-based summative assessments due to illness, for example.
166. Deputy Holly Cairns asked the Minister for Education and Skills if children and young persons travelling to primary school from offshore islands will be provided with adequate funding in line with the principles of the primary school transport scheme through a mechanism such as a remote area grant to ensure they are not disadvantaged in accessing their education. [10149/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department.
In the current school year over 120,000 children, including over 14,200 children with special educational needs, are transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of the Primary School Transport Scheme, children are eligible for transport where they reside not less than 3.2 kilometres from and are attending their nearest primary school as determined by the Department of Education/Bus Éireann, having regard to ethos and language. It is open to families residing in off-shore islands to apply for transport under the terms of the School Transport Scheme.
Children who are eligible for school transport and who complete the application process on time are accommodated on school transport services where such services are in operation. Children who are eligible for school transport but for whom no service is available may be offered the Remote Area Grant towards the cost of making private transport arrangements. The Remote Area Grant is also payable for eligible children who may have to travel 3.2kms or more to or from a designated pick up/set down point.
If there are specific queries regarding eligibility or availability of services, families are advised to contact their local Bus Éireann office or School Transport Section of my Department.
167. Deputy Matt Carthy asked the Minister for Education and Skills if he has commenced consultation with principals, teachers, parents, students, SNAs and other stakeholders regarding the reopening of schools; and if he will make a statement on the matter. [10164/20]
View answerTo assist with the development of contingency plans for the re-opening and operation of schools in an environment that may require social distancing and other public health requirements, my Department is engaging with education partners and relevant stakeholders which include representatives of students, parents, school staff, school leadership and management bodies on planning arrangements for the re-opening of schools in accordance with the timeframe outlined in the “Roadmap for Reopening Society & Business”.
As part of this engagement, each of the education partners and stakeholders were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools.
These will now be worked through in detail as part of the development of contingency plans for re-opening schools. This work will also be informed by guidance and experience from other jurisdictions and from advice published by international bodies such as the World Health Organisation and the European Centre for Disease Prevention and Control (ECDC).
168. Deputy Matt Carthy asked the Minister for Education and Skills when refunds will be issued in respect of school bus fees paid for the period of school closures as a result of the Covid-19 restrictions; and if he will make a statement on the matter. [10165/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education and Skills.
In the current school year over 120,000 children, including over 14,200 children with special educational needs, are transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The decision taken by the Government to close schools with effect from 13th March 2020 was taken in the interest of protecting our pupils, their families, teachers and those members of the wider community and is one of the many measures taken to support efforts to contain the spread of Covid-19.
Given that the school transport services have not been available to children from 13th March, it was recently decided that at the end of the current school year a refund for that period of closure will be issued to parents. The Department is currently engaging with Bus Éireann in considering how best to facilitate these refunds.
169. Deputy Matt Carthy asked the Minister for Education and Skills if special arrangements will be made for sixth class students to return to their primary schools for a period before they commence secondary school; and if he will make a statement on the matter. [10166/20]
View answerI acknowledge that this is a particularly challenging time for all students, and parents across the education system, but particularly for those students who will be transferring from primary to post-primary school. I recognise that at this stage of the school year, teachers focus in particular on supporting the children who will be leaving the school to start the next stage of their education.
My Department’s Continuity of Schooling Group has developed guidance for schools which includes advice on how best 6th class pupils can be supported to make the transition to post-primary school, given that they will not have the opportunity to engage in all of the traditional transition activities that they would normally have engaged in.
It is important that pupils move on with their peers and continue on to the next stage of their education. The guidance that issued to primary schools on Thursday 28th May includes information on managing transitions to include the move from primary to post-primary school. It sets out how existing resources such as the Education Passport, NEPs Continuum of Support and the Home School Liaison Officers in DEIS schools can be utilised.
The guidance can be accessed via the below link;
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-on-continuity-of-schooling-primary.pdf
170. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if there will be an additional budget provided for schools to ensure that the increased hygiene needs of schools when they reopen will be met, including greater cleaning, sanitiser and so on; and if he will provide for the deep cleaning of schools. [10182/20]
View answerOn the 1st May 2020, the Taoiseach announced as part of the “Roadmap for Reopening Society and Business” that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.
The Department is currently working with the Education Partners and relevant stakeholders in planning for this re-opening which will be based on public health advice. A core objective will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.
171. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if additional provision will be made for online access and access to devices for teachers and students; if an element of schooling will take place remotely after September 2020; and the strategies he has for tackling the digital divide beyond the additional funding already provided (details supplied). [10183/20]
View answerAs 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 with €40m recently issuing in the form of a grant payment to all eligible schools and a further €10m top-up funding issued to all schools to enable schools to support any of their students experiencing difficulty in engaging with remote learning.
In the context of the current public health crisis the funding can be focussed on assisting schools to address ICT needs including devices, software and other ICT solutions 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.
Since the announcement that schools would close and the extension of that closure, my Department has provided guidance to schools and teachers in the education sector to ensure that they continue to work and to engage with their students to continue the delivery of education. A series of guidance notes to support schools to effectively support and engage with their students are published on my Department's website at: https://www.education.ie/en/covid-19/#guidance. Further guidance will continue to be compiled to address the various challenges that arise for schools in providing programmes of continued learning in the remote learning environment and to accommodate blended learning solutions if required. Various surveys and studies has conducted across the education system has informed the development of guidance.
Resources to support the transition to distant learning are being provided by the Department support service, the Professional Development Service for Teachers (PDST), at https://www.pdst.ie/DistanceLearning. Scoilnet the Department’s educational portal has open 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 open access to extensive educational resources including Worldbook Online, at www.scoilnet.ie
Schools have been asked to be conscious of students who may not have access to online facilities or where digital approaches may not be appropriate and to consider this actively in their approaches to provision of remote learning. As part of reopening of society roadmap and the lifting of current restrictions, school and college buildings are now opened for access by teachers for the organisation and distribution of remote learning in line with public health advice and restrictions and essential work that cannot be done remotely with continued observance of public health guidelines.
Officials in my Department have liaised with colleagues in the DCCAE to raise the issue of barriers to connectivity impacting access to remote learning. Minister Bruton has announced a package of additional supports from the telecoms companies including that access to healthcare and educational resource websites identified by the Government will be zero-rated for all customers where technically feasible. The Telecommunications industry has also introduced update for data limits for consumers to assist their customers during the Covid-19 to access online services without exceeding their data limits.
My Department is supporting a pilot initiative, under which Cisco and IBM are providing support directly to schools to operate the WebEx platform. This facilitates schools, with no alternative capability, with a collaborative platform to enable them engage with their students and staff.
My Department will continue to work with the education partners to address challenges and provide solutions in areas where digital remote learning options may not be possible, and will continue to provide guidance to schools at this time.
172. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the strategies he is putting in place for ensuring that educational disadvantage is not exacerbated during this time. [10184/20]
View answerMy Department has put in place a number of measures to support children at risk of educational disadvantage at this time.
My Department has set up a Continuity of Learning Group and a series of guidance documents has been developed for schools. This guidance focuses on how schools can effectively support and engage with their students and address challenges in providing programmes of continued learning in the current context. The series of guidance notes includes advice on supporting pupils at risk of educational disadvantage and children with special needs. Guidance for parents to support their children’s learning has also issued. In a collaborative effort, the Department continues to work with management bodies and other partners to develop further support and advice which will be made available on an ongoing basis. The guidance documents are available here: https://www.education.ie/en/covid-19#guidance
The need for at risk learners to have regular, ongoing schooling is particularly important. While all pupils need to be supported to maintain their engagement in learning, learners at risk of educational disadvantage need even more support at this time. The teachers of pupils at risk of educational disadvantage in both DEIS and non-DEIS schools have been particularly focussed on ensuring that they provide support to these students when schools have been closed. All schools and teachers, including teachers of students with special educational needs, have been asked to communicate regularly and engage with students to ensure that there is continuity in their learning. Schools have been asked to continue to plan lessons and, where possible, provide resources for students or online lessons where schools are equipped to do so. Schools have also been asked to be conscious of students who may not have access to online facilities or technology and to adapt approaches to ensure that these pupils’ ability to participate in learning is not compromised. Many schools have introduced a range of strategies and measures to ensure that the needs of these pupils are catered for, including pupils who have limited access to technology or whose parents are not in a position to support their learning.
Tusla Education Support Service (TESS) emphasizes the promotion of school attendance, participation and retention for children and young people and is working with schools, families and other relevant services to achieve the best educational outcomes for children and young people. To date, the School Completion Programme (SCP) has ensured that school work, materials & resources, as well as games and activities have been delivered to those most directly impacted by the closure of schools, while continuing to maintain contact with target children, young people and families. TUSLA Education Support service has also arranged ongoing contact with students and families.
In addition to the above, my Department has taken a number of measures to date to support children and young people who are at risk of educational disadvantage during the period of school closures.
They include:
- Guidance and resources developed by the National Council for Special Education on supporting children with special educational needs
- Continuation of the School meals programme, funded through the Department of Employment Affairs and Social Protection, to provide food parcels to children who are at risk of food poverty
- 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)
- €50m in ICT Grant funding has issued to all schools of which €10m is to assist schools to support continuity of learning for all students, including provision of devices to students to facilitate them engaging with remote learning
On Wednesday 6 May 2020, I announced the early payment of the €16million DEIS grant for the 2020/21 school year. The funding is being paid ahead of schedule to all schools in the DEIS programme to help support students who are most at risk of educational disadvantage during the Covid-19 school closures.
There are 890 schools with more than 180,000 students in the DEIS programme. The grants, normally paid in June and September, are worth €12m to the 692 primary schools and €4m to the 198 post-primary schools. Schools around the country are providing invaluable supports to young people in the most trying of circumstances. They will now be able to use this grant funding, if required, to support existing programmes to ensure continuity of learning, particularly for those most at risk.
In addition to the above I recently announced that a Summer Education Programme will take place for children with significant special educational needs and those at greatest risk of educational disadvantage. Further engagement with the school sector will take place as proposals are finalised over the coming week.
173. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if his attention has been drawn to, and his views on a document (details supplied); if he will be in a position to provide additional funding to the third-level sector; if this will include additional funding to ensure places through SUSI, HEAR and DARE spaces; and if it will increase the number of university places overall and increase funding to ensure that sustainability and innovation within the sector is safeguarded. [10185/20]
View answerI am aware of the document in question which sets out the universities' proposed role as our partners in the post-pandemic recovery. Among a range of proposals, the document includes the concept of additional university places to help replace the projected significant drop in income across the sector along with a proposal for increased State support. My Department has provided a detailed response to the document and a meeting with relevant officials has been arranged.
As part of the collaborative response to this pandemic with key tertiary education stakeholders, the Department has established working groups composed of experts to assess and respond to the impacts of Covid 19 across the Sector. These working groups members are reviewing immediate operations, medium term contingency planning and the review of specific and acute needs within Tertiary Education. This process continues to facilitate the provision of key information from stakeholders, that will inform immediate and medium term actions to respond to the rapidly changing circumstances.
Mitigating the impact for Higher Education Providers and safeguarding that capacity against the backdrop of the broader economic crisis is a priority. By ensuring that core provision is maintained and in particular by assessing the level of financial vulnerability that may threaten the viability of any specific institution, the Department, the HEA and representative bodies can work together to respond to this crisis.
As part of the assessment of the financial impact on the HE sector, significant work has been undertaken by the stakeholder group chaired by the Higher Education Authority in consultation with the IUA and other representative bodies to collect information on the increased costs and projected income losses advised by HEIs arising from the crisis, based on an agreed set of assumptions.
In order to mitigate the risk for the viability of individual institutions, my Department is now engaging closely with the HEA to provide specific and granular institutional-level detail essential to assess the risk of institutional failure as a means to safeguard future recovery for the sector as a whole. The department has provided a template of required detail to the HEA for analysis, which is being prepared at present in consultation with higher education Providers.
Furthermore my Department has met with the Department of Public Expenditure and Reform to discuss the potential impact of COVID on the Tertiary Education Sector and the issue has also been highlighted at Government. The Higher Education sector is a key element of the economy’s economic and social infrastructure which also has a crucial role in recovery in supporting economic and social recovery.
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 in the forthcoming period and also in light of the future Programme for Government priorities and commitments.
Against the backdrop of the projected impact of Covid19 on the financial position of the higher education system, it should also be noted that a significant programme of investment into higher education is continuing in 2020, amounting to additional public investment estimated at €101.8m following on from additional public investment in 2019 of €99.7m – a cumulative increase over the past two years in excess of €200m.
My Department is very aware of the difficulties being experienced by students and their families as a result of the COVID-19 pandemic. A working group on mitigating educational disadvantage is supporting on-going responses to what is an evolving situation, to ensure the continuation of crucial funding sources such as SUSI grants, the 1916 Bursary Scheme, the Student Assistant Fund, Fund for Students with a disability and other allowances. All stakeholders in this group have worked to support learners without access to sufficient technology and to ensure the continuation of services offered by access and disability offices, guidance counsellors and counselling services.
My Department is also conscious of the importance of the Student Grant Scheme and related supports, such as the Student Assistance Fund and the Fund for Students with Disabilities. These supports have a fundamental role in assisting families who are putting their children through further and higher education.
The HEAR and DARE schemes are operated by the Irish Universities Association (IUA) and regulated by the higher education institutions. Each institution determines its own admissions policy in relation to the schemes, the number of places they reserve and the allocation of those places. As such, my Department of Education and Skills has no role in the policy criteria of the scheme.
My Department will continue to engage actively with all key stakeholders to ensure the innovation and sustainable operation of the tertiary education system is safeguarded in light of its importance for the recovery of the economy overall.
174. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills his views on the situation many students face due to the lack of income and employment available to them over the summer months which may otherwise have been available; if he is considering income supports for such students; and if he has had discussions with the Minister for Employment Affairs and Social Protection in connection with the issue. [10186/20]
View answerI am conscious of the difficulties being experienced by students and their families as a result of the COVID-19 pandemic. The key supports available to students are Student Grant Scheme and related supports, such as the Student Assistance Fund and the Fund for Students with Disabilities. These supports have a fundamental role to play in assisting students in further and higher education.
The 2020/21 SUSI grant scheme opened for applications in April and the priority closing date is 9 July. Further information in relation to student grant assistance is available from SUSI’s website (www.susi.ie). The telephone number for SUSI’s Helpdesk is 0761 087 874.
Higher education institutions have been given the autonomy to maximise the flexibility in the Student Assistance Fund to enable them to support students during the COVID-19 situation.
My officials are in contact with their counterparts in the Department of Employment Affairs and Social Protection. They have advised me that full-time students who had part-time employment when the COVID-19 Pandemic Unemployment Payment was introduced in March, can avail of this support payment. The Deputy will be aware that this payment has supported over 600,000 people who lost their income due to Covid-19. My colleague Minister Regina Doherty has recently extended the availability of the Pandemic Unemployment Payment (PUP) from 9 June until 10 August. I welcome this decision which further supports workers who have lost their income due to the pandemic.
177. Deputy Jim O'Callaghan asked the Minister for Education and Skills the number of national schools that provide ASD classes for children with special educational needs in Dublin 4. [10260/20]
View answer178. Deputy Jim O'Callaghan asked the Minister for Education and Skills if he will invoke section 8 of the Education (Admission to Schools) Act 2018 to ensure that children with special educational needs in Dublin 4 will have access to their local national schools if at present they do not provide ASD classes. [10261/20]
View answer179. Deputy Jim O'Callaghan asked the Minister for Education and Skills if a school (details supplied) will have ASD classes as part of its national school. [10262/20]
View answerI propose to take Question Nos. 177 to 179, inclusive, together.
The provision of education for children with special needs is an ongoing priority for Government.
Currently, almost 20% of the total Education Vote or €1.9bn is invested in supporting children with special needs.
As a result the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The majority of children with special educational needs attend mainstream class, where they may access additional supports if required.
But some students may find it difficult to manage full-time placement in mainstream and so placement in a Special Class or Special School setting may be deemed appropriate where placement in mainstream class is not in the best interests of the child.
Special Schools funded by my Department are established as special primary schools and cater for children and young persons with complex special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Provision in our 124 special schools has also increased from 6,848 placements in 2011 to 7,872 this year.
Nationally, 167 new special classes opened this school year, which means there are 1,618 special classes in place, compared to 548 in 2011.
There are currently no primary ASD classes and one post-primary ASD class in Dublin 4.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
It is open to any school to make an application to the NCSE for the establishment of specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard. In considering these applications, however, the NSCE, in conjunction with the school buildings unit of my Department, will be required to take into account the capacity of a school to establish such a class, including the provision of sufficient accommodation space within the school.
The NCSE is planning a further expansion of special class and special school places nationally to meet identified need for next year. This process is ongoing.
Normally, special class and special school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or special school places.
I know that this can cause much anguish for parents and families involved
As Minister I have a power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed.
I would prefer to see schools volunteer to provide more places rather than places being secured on the back of an order or a direction from me. It is the right thing for the children in a community.
The legislation was used for the first time in April 2019, in respect of the Dublin 15 area.
Significant progress was made in a relatively short period with the establishment of Danu Special School as well as six schools offering to open special classes.
The experience of Dublin 15 shows that real and practical challenges can be addressed by working together to provide additional special class and special school places.
The legislation was activated for a second time on the 29th October, 2019 following a report by the National Council for Special Education (NCSE) which identified 82 children in South Dublin needing special education school places in the current school year and a further potential 68 children needing special education school places in 2020/21.
Since then, as required under the Act, the NCSE in consultation with the relevant education stakeholders, has been testing the capacity among schools in the South Dublin area.
On 21 April 2020 I received a report from the NCSE, pursuant to Section 37A(2) of the Education Act 1998 (as inserted by section 8 of the Education (Admissions to Schools) Act 2018) in respect of South Dublin, as the NCSE Council remains of the opinion that there is an insufficient number of special class and special school places within the South Dublin area for September 2020.
Before reaching this opinion, the NCSE has undertaken substantial work reviewing provision and accommodation in the 231 mainstream primary and 23 special schools in South Dublin.
Following engagement between NCSE local personnel and school management and Patrons, very good progress has been achieved. 78 ASD primary school special class placements and 12 ASD early intervention special class places have been created in 14 schools in South Dublin, with 13 new ASD special classes and 2 new ASD early intervention special classes to open for September 2020.
However, the NCSE has reported that to date, an insufficient number of schools have indicated a willingness to open addtional special classes. The NCSE is of the opinion that should this continue, there remains a need for an addtional 43 ASD primary special class places and 36 special school places in South Dublin.
The report also outlines the schools that should be requested to make additional provision.
This report will now be considered and if I agree with the position as set out by NCSE, next steps in the process will be considered which may include serving a statutory notice on schools identified if required.
At each stage of the process, schools are given the opportunity to make representations and there is also an option for arbitration.
Statutory notices issued under the Act together with the representations received from the schools are published on the Department’s website.
The necessary steps in the Admissions Act process, will continue to be expedited to ensure that every child has a suitable school placement, which is the key objective of my Department.
Regarding the school named by the Deputy, I wish to confirm to the Deputy that a special education needs base is included in the permanent school building to be constructed for this school.
180. Deputy Mary Lou McDonald asked the Minister for Education and Skills the action he has taken in response to the recommendations by the Irish Human Rights and Equality Commission in relation to his Department (details supplied). [10263/20]
View answerI 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 gov.ie/leavingcertificate.
Additional guidance to schools on the avoidance of unconscious bias, interpreting evidence of achievement in the case of students with disabilities, and further guidance on bonus marks that would have applied for answering the written examinations through Irish issued to schools on 28 May. The additional guidance is also on gov.ie/leavingcertificate, and includes an instructional video for schools.
