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Tuesday, 23 Jun 2020

Written Answers Nos. 141-160

School Transport

Questions (141)

Seán Sherlock

Question:

141. Deputy Sean Sherlock asked the Minister for Education and Skills if he will address a matter (details supplied) regarding school transport. [11789/20]

View answer

Written answers

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education and Skills.

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.

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.

Bus Éireann sets the standard it requires in relation to services operating as part of the School Transport Scheme. In the interest of maintaining the highest standards of safety it is not permitted to operate any bus older than 20 years on school transport services. This standard applies to both vehicles operated by Bus Éireann and those procured from private operators. There are no plans at present to change the current age profile of vehicles operating services as part of the School Transport Scheme.

Special Educational Needs Staff

Questions (142)

Anne Rabbitte

Question:

142. Deputy Anne Rabbitte asked the Minister for Education and Skills the reason a school (details supplied) has had its SNA allocation reduced by 0.5 of a post in view of his statement on 2 April 2020 (details supplied); and if he will make a statement on the matter. [11809/20]

View answer

Written answers

The Deputy is referring to my announcement on 2 April regarding the deferral of the roll out of the new frontloaded model of SNA allocation for mainstream SNA allocations.

In light of the public health crisis, a temporary interim arrangement for SNA allocations has been implemented for the 2020/21 school year. 2019/20 mainstream class SNA allocations were frozen, as at 24th April, and will automatically rollover into the 2020/21 school year. Provision has been made for schools to apply, through an exceptional review process, for additional support where it is considered necessary.

The reduction in SNA allocation to which the Deputy refers applies to a special class in the school. SNA allocations for special classes and special schools are not impacted by the frontloaded model of allocation nor by the temporary interim arrangement which has been implemented for mainstream allocations for the 2020/21 school year. Allocations for special classes and special schools continue to be allocated, by the National Council for Special Education (NCSE) in the normal way. There is a prescribed special class to SNA ratio.

Circumstances may arise where the level of support provided in a special setting is considered insufficient to meet the care needs of the cohort of students enrolled. In such circumstances, the school may apply to the NCSE for access to additional care supports, clearly outlining the reason why the additional support is necessary.

As this question relates to a particular school, I have referred the question to the NCSE for their direct reply. I do not have a role in making determinations in individual cases.

Special Educational Needs

Questions (143)

Brendan Griffin

Question:

143. Deputy Brendan Griffin asked the Minister for Education and Skills if guidance will be provided on a matter (details supplied) relating to the July provision; and if he will make a statement on the matter. [11810/20]

View answer

Written answers

My Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.

Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.

The eligibility criteria has been widened to include the following categories of children:

1. Pupils with a diagnosis of Autism

2.Pupils with severe and profound learning difficulties

3. Any child in a special class or special school

4. Children transitioning into a special class or special school from early year’s settings

5. Pupils in primary school mainstream classes who present with the following disabilities:

- Children with Down syndrome

- Children who are Deaf or most severe hard of hearing

- Children who are blind or have a most severe visual impairment

- Children who have a moderate general learning disability

- Children with severe emotional behavioural difficulties

All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate. Schools have been provided with comprehensive guidance on the programme.

Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.

The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.

A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision.

All special schools and mainstream primary schools with special classes have been invited to register for the summer school based programme and my Department is liaising with schools on an ongoing basis.

Departmental Policy Functions

Questions (144)

Carol Nolan

Question:

144. Deputy Carol Nolan asked the Minister for Education and Skills if his Department has a diversity and inclusion policy in place; the measures taken to promote diversity and inclusion from 1 January 2019 to date; and if he will make a statement on the matter. [11823/20]

View answer

Written answers

My Department has been very active in the area of Equality, Diversity and Inclusion (EDI) since 2019. June 2019 was our first attendance at Pride, as part of the wider Civil and Public Service participation and representatives of my HR unit are on the organising group hosted by the Department of Justice and Equality (DJE) and have participated again this year for Virtual Pride 2020.

This year, to advance our Diversity and Inclusion programme my HR unit had plans to hold meetings across our locations to ask staff what they wanted in terms of awareness raising events, the establishment of an EDI committee and the possibility of setting up staff networks. As a result of Covid-19 we had to change the format and set up a series of online Lunch and Learn events to advance the EDI conversation in the Department.

These include presentations on Mental Health by the See Change organisation which took place on the 11th June. To mark Pride week we have a presentation from LGBT Ireland on Thursday 25th June on ‘Why LGBT+ Inclusive Workplaces are Important for Everyone’. On the 9th of July we have a presentation from Dr Angela Byrne, Historian on the historical barriers to women’s participation in public life, and the pioneering women who blazed the trail for us today.

My Department also hosted a staff social event quiz with the DJE with proceeds going to LGBT Ireland and also in conjunction with DJE produced an ABCs of LGBT guide for staff which is available on our intranet, together with a range of new awareness raising material on EDI issues. In addition, there is an interview in the latest edition of our staff magazine with members of the DJE LGBT+ staff network, also to mark Pride Week. Our EDI web page also includes material which The Irish Human Rights and Equality Commission has kindly shared their “Because we’re all human Means we’re all equal” advertising campaign material with us. The campaign was aimed at challenging societal and individual attitudes that limit people with disabilities’ participation in everyday life and has been made available to our staff through email updates and our intranet page.

My Department had been in the process of developing a formal Diversity and Inclusion policy in consultation with staff prior to Covid-19 as part of my Departments HR Strategy for 2020/21. While the work on the policy has been delayed it is hoped to have it completed and operational as soon as possible to allow the continuation of the many existing activities and the development of new areas around Equality, Diversity and Inclusion.

School Transport

Questions (145)

Peter Fitzpatrick

Question:

145. Deputy Peter Fitzpatrick asked the Minister for Education and Skills if his attention has been drawn to the fact that, despite his assurances that private operators with school bus contracts would be paid throughout Covid-19 and despite his Department providing funding to Dublin Bus to enable it to continue paying the operators, Dublin Bus is choosing not to pay school bus contractors; and if he will make a statement on the matter. [11854/20]

View answer

Written answers

School 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.

Following the initial announcement that schools would be closed from the 13th to the 29th March to support efforts to contain the spread of Covid-19, and in light of the exceptional circumstances, it was agreed that school transport contractors operating on the School Transport Scheme would be paid at the normal rate for the period up to 29th March 2020. It was further decided that a payment of 50% would be afforded for the week commencing Monday 30th March until Friday 3rd April 2020.

Thereafter, the normal arrangements applied for the period of scheduled school closures associated with the Easter Holidays (6th April – 17th April inclusive). It was subsequently agreed that contractors should be paid for a further 5 days at 50% to cover the period Monday 20th April to Friday 24th.

In light of the most recent announcement that schools will remain closed until the end of current school year it has been decided that these contractors will continue to be paid at 50% while schools are closed in the current school year.

Dublin Bus services do not fall under the remit of the School Transport Scheme.

Education and Training Boards

Questions (146)

Brendan Griffin

Question:

146. Deputy Brendan Griffin asked the Minister for Education and Skills his views on a matter (details supplied) in County Kerry; and if he will make a statement on the matter. [11858/20]

View answer

Written answers

Kerry Education and Training Board (KETB) made a decision to deliver the Youthreach programme directly from 1 January 2019 and this transition has now taken place. While the Department had a role in relation to issues such as ETB staffing and pension implications and potential lease arrangements, it is a matter for KETB to engage with KDYS on the issue of costs appropriately incurred arising out of the process.

Student Accommodation

Questions (147, 153, 206)

Peter Burke

Question:

147. Deputy Peter Burke asked the Minister for Education and Skills if his Department continues to engage with purpose-built student accommodation not affiliated to universities or technological universities that have not offered refunds to students for unused accommodation; and if he will make a statement on the matter. [11859/20]

View answer

Anne Rabbitte

Question:

153. Deputy Anne Rabbitte asked the Minister for Education and Skills if he has held discussions with Athlone Institute of Technology regarding refunds for student accommodation; if students can access a mechanism to access refunds for accommodation at the institute that were paid in full to private landlords that are now not issuing refunds; and if he will make a statement on the matter. [11912/20]

View answer

Johnny Guirke

Question:

206. Deputy Johnny Guirke asked the Minister for Education and Skills the assistance he will put in place to alleviate the financial hardship incurred by third level students forced to leave their student accommodation and return home due to Covid-19 restrictions and are still obliged to pay the full terms of their lease; and if he will make a statement on the matter. [12204/20]

View answer

Written answers

I propose to take Questions Nos. 147, 153 and 206 together.

My Department is working with representatives from the higher education sector to address the challenges faced by students in this difficult time. I understand based on the information available to me that students in university-owned accommodation will receive pro-rata refunds if they have vacated their accommodation. I have indicated that I would wish to see this principle applied in the case of students who were residing in privately owned student accommodation however it is not within my remit to direct any accommodation provider to offer a refund.

Refund or cancellation policies in student accommodation should be set out in the license agreement signed at the beginning of the academic year. In the first instance students should engage with their accommodation provider to see if an arrangement can be reached in regard to a refund.

If this is not possible, under the Residential Tenancies (Amendment) Act 2019 students have access to the Dispute Resolution Services of the Residential Tenancies Board (RTB).

Special Educational Needs

Questions (148)

Thomas Byrne

Question:

148. Deputy Thomas Byrne asked the Minister for Education and Skills if the July provision in 2020 will be available for children due to start school in September 2020. [11874/20]

View answer

Written answers

My Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.

Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.

The eligibility criteria has been widened to include the following categories of children:

1. Pupils with a diagnosis of Autism

2. Pupils with severe and profound learning difficulties

3. Any child in a special class or special school

4. Children transitioning into a special class or special school from early year’s settings

5. Pupils in primary school mainstream classes who present with the following disabilities:

- Children with Down syndrome

- Children who are Deaf or most severe hard of hearing

- Children who are blind or have a most severe visual impairment

- Children who have a moderate general learning disability

- Children with severe emotional behavioural difficulties

All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.

Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.

The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.

A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision.

Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.

Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.

I also announced a programme for DEIS schools for this Summer.

Full information on summer provision and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision.

In relation to the query specifically referenced by the Deputy preschool age children covered by the scheme are those transitioning into a special class or special school from early year’s settings.

Special Educational Needs

Questions (149, 150, 151)

Pádraig O'Sullivan

Question:

149. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills if students who would ordinarily be eligible for the July provision in previous academic years will be entitled to same in 2020, in view of the fact there have been suggestions that the scheme will be restricted to children in special needs schools or units only; and if he will make a statement on the matter. [11903/20]

View answer

Pádraig O'Sullivan

Question:

150. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills if families that have sourced a registered teacher themselves and are ordinarily eligible to avail of the scheme will be allowed to avail of the July provision at home in circumstances in which school-based provision may not be available; and if he will make a statement on the matter. [11904/20]

View answer

Pádraig O'Sullivan

Question:

151. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills if he will consider hiring retired teachers and trainee teachers to fill staff shortfalls in the event of difficulties in acquiring registered teaching staff to service the July provision; and if he will make a statement on the matter. [11905/20]

View answer

Written answers

I propose to take Questions Nos. 149 to 151, inclusive, together.

My Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.

Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.

The eligibility criteria has been widened to include the following categories of children:

1. Pupils with a diagnosis of Autism

2. Pupils with severe and profound learning difficulties

3. Any child in a special class or special school

4. Children transitioning into a special class or special school from early year’s settings

5. Pupils in primary school mainstream classes who present with the following disabilities:

- Children with Down syndrome

- Children who are Deaf or most severe hard of hearing

- Children who are blind or have a most severe visual impairment

- Children who have a moderate general learning disability

- Children with severe emotional behavioural difficulties

All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.

Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.

The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.

Similar to July Provision schemes of previous years under this scheme it is also open to retired teachers to provide tuition to an eligible child. Newly Qualified Teachers, once registered and vetted with the Teaching Council of Ireland are also eligible to provide tuition under the scheme. The scheme is not open to unregistered teachers.

A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision.

Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.

Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.

I also announced a programme for DEIS schools for this Summer.

Full information on summer provision and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision.

Special Educational Needs

Questions (152)

Emer Higgins

Question:

152. Deputy Emer Higgins asked the Minister for Education and Skills the scientific justification for closing special educational units; the engagement with EU partners to share plans and experiences in respect of closing special education units; the reason for the absence of special education units from the Roadmap to Reopen Society and Business; his plans for special educational units in the event of a second wave of Covid-19; and if he will make a statement on the matter. [11911/20]

View answer

Written answers

On 12th March 2020 an announcement was made by the Taoiseach, Leo Varadkar TD, of the closure of all schools, including schools with special classes or special schools, pre-schools, and further and higher education settings, to support efforts to contain the spread of Covid-19. This decision was made in line with the advice of the National Public Health Emergency Team.

Decisions in relation to schools re-opening and operating will be underpinned by the ongoing Public Health advice.

Engagement is underway with stakeholders in the education sector to develop contingency plans for the re-opening and operation of schools.

On 12th June, 2020, my Department published a plan for reopening schools in line with the Roadmap for reopening society and business.

The Roadmap for Reopening Society and Business describes how the COVID-19 restrictions will be lifted. Phase 4 of the Roadmap sets out that educational institutions can open on a phased basis at the beginning of the academic year 2020/21 with a limited reopening provided for from Phase 2 on 8th June 2020. This report sets out the risks and impacts on children and society where access to education is significantly reduced. The Department considers that fully reopening schools for children is a clear objective for the end August/September.

This report is available at: https://www.education.ie/en/covid-19/planning-for-reopening-schools.pdf

The report provides details of the considerations which are being given to the experience of other countries and notes that the Minister and the Department of Education and Skills are continuing to engage with other counties, including at an EU level, to learn from their experience. It notes that Ireland remains in close contact with other EU Member States and is being updated regularly on practices in other countries.

In the interim, my Department has provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.

Supports are provided to schools and teachers engaged in distance learning and these are available at https://www.education.ie/en/covid-19/#14

In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf

The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.

It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.

The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.

Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.

The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.

In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.

Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment

Details of the full range of supports that the NCSE provides for teachers and parents is available at:

https://ncse.ie/online-resources

The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/.

Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html

Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:

https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html

I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.

This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.

While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.

Pending the wider re opening of schools, my Department also published on 12th June, 2020, details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.

Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.

The eligibility criteria has been widened to include the following categories of children:

- Pupils with a diagnosis of Autism

- Pupils with severe and profound learning difficulties

- Any child in a special class or special school

- Children transitioning into a special class from early year’s settings

Pupils in primary school mainstream classes who present with the following disabilities:

- Children with Down syndrome

- Children who are Deaf or most severe hard of hearing

- Children who are blind or have a most severe visual impairment

- Children who have a moderate general learning disability

- Children with severe emotional behavioural difficulties

All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate. Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.

The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.

A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision.

Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.

Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.

Full information on the scheme and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision.

Question No. 153 answered with Question No. 147.

Teaching Qualifications

Questions (154, 169)

Danny Healy-Rae

Question:

154. Deputy Danny Healy-Rae asked the Minister for Education and Skills the reason the guidance by the NIPT regarding the completion of the Droichead program of induction for newly qualified primary teachers has applied a cut-off date of 12 March 2020 to have completed the minimum 60-day block of teaching (details supplied); and if he will make a statement on the matter. [11919/20]

View answer

Thomas Byrne

Question:

169. Deputy Thomas Byrne asked the Minister for Education and Skills the status of a review undertaken of the conditions under which Droichead days are to be considered valid following the closure of schools. [11984/20]

View answer

Written answers

I propose to take Questions Nos. 154 and 169 together.

The Teaching Council is the statutory body with responsibility for professional standards at all stages of the teaching career. It has established standards for post-qualification professional practice, as set out in Droichead, the integrated professional induction framework for newly qualified primary and post-primary teachers.

Due to Covid-19 and the unprecedented situation of school closures, the Teaching Council has announced revised arrangements which provide additional flexibility to support newly qualified teachers (NQTs) engaging in Droichead in 2019/2020 to complete the process. These arrangements balance the core principles of the policy which is the school based supportive process coupled with engagement in additional professional learning activities.

The Council has made a significant concession for NQTs who had not completed the full Droichead process within the minimum period of time by 12 March. This includes the recognition of all elements of Droichead which have been completed up to that date i.e. additional professional learning activities, observations, professional conversations, cluster meetings, Taisce (the professional learning portfolio) and days/hours taught. In normal circumstances this would not be the position.

The Council has also clarified that any time spent engaging in Droichead after 12 March can be included in verification of the Droichead process. This includes remote teaching and learning, professional discussions and online observations.

Droichead as a process is not simply about teaching time. From a professional standards point of view, it requires the agreement of the NQT and the Professional Support Team in the school that a quality induction process has occurred over the minimum period of time specified.

While I understand that the Council has communicated with all NQTs and schools affected, further details of the revised arrangements can be found at www.teachingcouncil.ie

Special Educational Needs

Questions (155)

Pádraig MacLochlainn

Question:

155. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Skills the status of an application by a school (details supplied) for additional autism spectrum support school accommodation; and if he will make a statement on the matter. [11923/20]

View answer

Written answers

I can confirm that my Department recently received an application, for capital funding, for Special Educational Needs (SEN) accommodation from the school referred to by the Deputy. This application is currently under assessment, once complete, a decision will issue to the school authority directly.

School Accommodation

Questions (156)

Paul Murphy

Question:

156. Deputy Paul Murphy asked the Minister for Education and Skills the steps his Department will take to ensure that a school (details supplied) can continue to be located in Firhouse, County Dublin from September 2020. [11924/20]

View answer

Written answers

The school to which the Deputy refers was established in 2018 and is currently in interim accommodation on the Firhouse Education Campus.

Due to additional accommodation requirements in the Gaelscoil in which they are currently located my Department has been informed that it is not possible for the secondary school to continue to operate in that building.

My Department has informed the secondary school that interim accommodation for the school will be provided on the Citywest Education Campus for the 2020/2021 academic year.

My Department is in on-going communication with the Patron Bodies concerned regarding all options.

Special Educational Needs

Questions (157)

Darragh O'Brien

Question:

157. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of progress in providing additional accommodation at a school (details supplied) to cater for the increased demand for special needs education and for additional places for children to attend the ASD units; and if he will make a statement on the matter. [11935/20]

View answer

Written answers

I am pleased to inform the Deputy that funding was approved under the Additional Accommodation Scheme to enable the school in question to build a four classroom SEN base.

The project has been devolved for delivery to Louth & Meath ETB. The next step will be for the ETB to procure a consultant. This consultant will lead the project through the various stages of architectural planning and onwards through the statutory planning process and construction.

Special Educational Needs

Questions (158)

David Cullinane

Question:

158. Deputy David Cullinane asked the Minister for Education and Skills his plans to accommodate the needs of children with intellectual disabilities who may need to repeat this year of school in view of the disturbance caused by the Covid-19 public health emergency; if additional resources will be made available to this end; and if he will make a statement on the matter. [11946/20]

View answer

Written answers

I wish to advise the Deputy that my Departments Circular 32/2003 outlines the exceptional circumstances in which a pupil might be considered for retention in the same grade for two school years. The arrangements outlined in this circular remain in place.

In general, gaps in pupils’ learning arising solely due to the emergency closure of schools should not result in a pupil repeating a year. When pupils have started back in school, the principal and teachers can assess their needs and adapt their teaching programme so that any gaps in their learning resulting from the emergency closure of schools can be addressed.

For the vast majority of pupils, this will ensure progression is as seamless a manner as possible. Outside of this, schools should process requests from parents for pupils to repeat a year in the usual manner in accordance with Circular 32/2003.

A number of measures have been put in place to support children with special educational needs over the period during which schools have been closed.

Supports are provided to schools and teachers engaged in distance learning and these are available at https://www.education.ie/en/covid-19/#14

In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf

The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.

It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.

The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.

Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.

The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.

In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.

Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment

Details of the full range of supports that the NCSE provides for teachers and parents is available at:

https://ncse.ie/online-resources

The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/.

Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html.

Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:

https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html

I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.

This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.

There are currently over 13,500 additional Special Education Teachers allocated to mainstream primary and post primary schools to provide additional teaching support to pupils. There are also up to 17,000 Special Needs Assistants available for allocation to schools. There are no proposals at present to review the existing criteria for the allocation of special education supports for schools, or to adjust the current criteria of the allocation of supports, due to matters arising from COVID 19, however, this matter will be kept under review in the context of the re opening of schools.

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.

On 12th June, 2020, my Department published a plan for reopening schools in line with the Roadmap for reopening society and business.

The Roadmap for Reopening Society and Business describes how the COVID-19 restrictions will be lifted. Phase 4 of the Roadmap sets out that educational institutions can open on a phased basis at the beginning of the academic year 2020/21 with a limited reopening provided for from Phase 2 on 8th June 2020. This report sets out the risks and impacts on children and society where access to education is significantly reduced. The Department considers that fully reopening schools for children is a clear objective for the end August/September.

This report is available at: https://www.education.ie/en/covid-19/planning-for-reopening-schools.pdf

Pending the wider re opening of schools, my Department also published on 12th June, 2020, details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.

Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.

The eligibility criteria has been widened to include the following categories of children:

Pupils with a diagnosis of Autism

Pupils with severe and profound learning difficulties

Any child in a special class or special school

Children transitioning into a special class from early year’s settings

Pupils in primary school mainstream classes who present with the following disabilities:

Children with Down syndrome

Children who are Deaf or most severe hard of hearing

Children who are blind or have a most severe visual impairment

Children who have a moderate general learning disability

Children with severe emotional behavioural difficulties

All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.

Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.

The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.

A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision.

Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.

Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.

Full information on the scheme and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision.

Special Educational Needs

Questions (159)

Robert Troy

Question:

159. Deputy Robert Troy asked the Minister for Education and Skills the status of the summer educational programme for children with special educational needs; when the programme is likely to commence; and when his Department will be accepting applications. [11950/20]

View answer

Written answers

My Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.

Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.

The eligibility criteria has been widened to include the following categories of children:

1. Pupils with a diagnosis of Autism

2. Pupils with severe and profound learning difficulties

3. Any child in a special class or special school

4. Children transitioning into a special class or special school from early year’s settings

5. Pupils in primary school mainstream classes who present with the following disabilities:

- Children with Down syndrome

- Children who are Deaf or most severe hard of hearing

- Children who are blind or have a most severe visual impairment

- Children who have a moderate general learning disability

- Children with severe emotional behavioural difficulties

All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.

Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.

The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.

A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision.

Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.

Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.

I also announced a programme for DEIS schools for this Summer.

Full information on summer provision and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision.

Special Educational Needs

Questions (160)

Chris Andrews

Question:

160. Deputy Chris Andrews asked the Minister for Education and Skills his plans to allow autism classes to take place in schools that are in temporary accommodation. [11965/20]

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Written answers

I wish to advise the Deputy that in considering applications for special classes, the National Council for Special Education (NSCE), in conjunction with the School Buildings Unit of my Department, is required to take into account the capacity of a school to establish a special class, including the provision of sufficient accommodation space within the school.

In order to ensure that a special class can be maintained, and to avoid future disruption for pupils in such classes, it is not the policy of my Department to establish special classes in schools which are in temporary accommodation, other than in circumstances where there are no schools in the local area which are in permanent accommodation and which can open special classes.

Schools which are in temporary accommodation and wish to establish a special class are requested to provide, through their Patron Body a development plan for the school for the forthcoming and future years to include the estimated need for new special classes and also the estimated demand for standard enrolments for future years. The decision on whether to establish a special class in such school will take account of the capacity for the school to establish and maintain such a class within its accommodation.

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