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Wednesday, 21 Apr 2021

Written Answers Nos. 970-988

School Attendance

Questions (970, 971)

Peadar Tóibín

Question:

970. Deputy Peadar Tóibín asked the Minister for Education further to Parliamentary Question No. 574 Question of 31 March 2021, the number of child referrals made by schoolteachers to Tusla for each of the past five years. [18716/21]

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Peadar Tóibín

Question:

971. Deputy Peadar Tóibín asked the Minister for Education further to Parliamentary Question No. 574 of 31 March 2021, the number of child referrals made by schoolteachers to Tusla in each of the past five years. [18719/21]

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Written answers

I propose to take Questions Nos. 970 and 971 together.

The Education Welfare Act (s.21) requires school principals, to notify an Educational Welfare Officer, where a student is, in the opinion of the principal of the recognised school at which he or she is registered, not attending school regularly. Section 24 of the Act specifies that a Board of Management must inform an Educational Welfare Officer where it intends to expel a pupil. Below is the number of referrals under the Education (Welfare Act) 2000, received by the Education Welfare Service from schools from 2016 to date. During school closures in 2020 and 2021, schools were not required to record attendance in the usual manner.

Year

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

Yearly Totals

5935

6855

6066

4492

3795

With regard to Child Protection referrals, all information relating to the number of Tusla Child Protection referrals, including those from schools/teachers is held by Tusla Child Protection and Welfare, which is under the remit of the Minister of Children, Equality, Disability, Integration and Youth. My Department does not collate this information.

School Admissions

Questions (972)

Donnchadh Ó Laoghaire

Question:

972. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the reason a child (details supplied) has not received a place in a special school as recommended by the HSE; and if she will make a statement on the matter. [18728/21]

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Written answers

Enabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.

This year, over 20% of the total Education budget or €2bn will be invested in supporting children with special educational needs. As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.

Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. NCSE is planning a further expansion of special class and special school places nationally to meet identified need. This process is ongoing.

Notwithstanding the extent of the investment in special education and the supports which have been put in place, I am also very conscious that there are some parts of the country, including the area referenced, where increases in population and other issues have led to concerns regarding a shortage of school places.

I can assure the Deputy that NCSE is acutely aware of these concerns and is continuing its engagement with schools, patron bodies, parents and other stakeholders to bring the required additional special education placements on stream.

My Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education and I want to reassure you that the delivery of the necessary additional provision is being progressed as an absolute priority.

In circumstances, where no placement is available for a child with special educational needs, the Department can provide Home Tuition grant funding towards the provision of 20 hours home tuition per week as an interim measure until the NCSE confirms that a placement is available.

I can confirm that in the specific case referenced by the Deputy, 20 hours Home Tuition per week has been approved.

I understand that the local SENO is engaging with, and remains available to support the family in finding a suitable placement.

Education Schemes

Questions (973)

Jackie Cahill

Question:

973. Deputy Jackie Cahill asked the Minister for Education the grants available for parents of children with autism for the provision of educational equipment which can be used in the home; and if she will make a statement on the matter. [18729/21]

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Written answers

My Department provides funding to schools towards the cost of equipment and specialist software for educational purposes under the Assistive Technology scheme, as set out in my Department's Circular 0010/2013.

In order to qualify for equipment under the Assistive Technology scheme, a child must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the child to access the curriculum. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs.

Equipment purchased under the Scheme should normally be kept in the school. However, as stated in Circular 0010/2013, a pupil may, with the consent of the management authority, use the equipment at home.

School Staff

Questions (974)

James Lawless

Question:

974. Deputy James Lawless asked the Minister for Education the age limit for a primary school caretaker (details supplied); and if she will make a statement on the matter. [18761/21]

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Written answers

The Boards of Management of schools are responsible for the employment of ancillary staff. Funding to cater for these services is made available from my Department through the Ancillary Services and Capitation Grants.

It is a matter for the Board of Management of the school to determine whether the individual concerned may continue to work until 70 years of age having regard to their employment contract and any employment legislation that is in place.

School Accommodation

Questions (975)

Neale Richmond

Question:

975. Deputy Neale Richmond asked the Minister for Education the reason for the latest move in temporary accommodation for a school (details supplied); when the school will receive more information on a permanent site; and if she will make a statement on the matter. [18763/21]

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Written answers

My Department has no plans to move the interim accommodation of the school to which the Deputy refers from its current location where it will remain pending delivery of its permanent school project.

The permanent project referred to by the Deputy has reached the final contract award stage of the tender process. The assessment of tenders has concluded and following post-tender clarifications, a Letter of Intent (LOI) is expected to issue in the coming days to the preferred tenderer. This will allow the preferred tenderer to put in place the Bond, Insurances, and confirmations of all legal arrangements required under the Contract. My Department will keep the Board of Management informed as the project progresses into the construction stage.

Special Educational Needs

Questions (976)

Francis Noel Duffy

Question:

976. Deputy Francis Noel Duffy asked the Minister for Education if she will allocate the full 50 special education teaching hours to a school (details supplied) needed as a result of the reprofiling in 2019 and considering the yearly increase of student intake; if her Department has considered revising the 20% cap under circular no. 007/2019 to allow schools to receive their full special education teaching supports; and if she will make a statement on the matter. [18773/21]

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Written answers

A new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools.

The allocation model, which was recommended by the National Council for Special Education (NCSE), is designed to distribute the total available level of special educational needs teachers across the school system, based on the relative need of each school, as evidenced by a number of key indicators. This includes:

- a baseline allocation for each school, based on school enrolments

- the number of pupils with complex needs enrolled to the school (number of pupils accessing HSE disability services)

- the extent of learning needs a school has, as evidenced by standardised test data,

- an allocation to take account of the social context of the school, including disadvantage and gender.

The allocations were updated for schools with effect from September 2019, with limited readjustments being applied for at that time.

The allocations have remained in place for the 2019/20 and 2020/21 school years, with some adjustments made over the course of the model for schools which achieved developing status, or successfully appealed on the grounds of exceptional circumstances arising in their schools

Allocations are also provided for new schools which open each year.

As the model is designed to distribute the total available resources across the school system based on profiled need, some schools are intended to gain under this distribution, with these gains counterbalanced by equivalent reductions in schools where the model indicates less need at each review stage.

When the model was updated with effect from September 2019, a graduated adjustment was applied which meant that a portion of the total adjustments which the re-profiled model would have provided for, was applied to schools. Gains and losses which would have occurred were capped.

For schools which would have gained or lost over 10 special education teaching hours, these gains and losses were capped at 20% of the adjustment which would otherwise have occurred.

The allocation for the school referred to by the Deputy was made on this basis, with additional allocation being made in accordance with the reallocation criteria which was applicable at that time. The school has therefore received its correct allocation, based on this criteria.

There are now over 13,600 Special Education Teachers allocated to mainstream primary and post primary schools.

This represents an increase of 40% in the total number of special education teachers allocated to schools since 2011, at which time 9740 teachers were allocated.

The allocations are based on the profiled needs of schools, and are designed to be updated, based on new school profile data, every 2-3 years.

For the coming school year, in order to minimise disruption and upheaval for schools as much as possible in light of Covid-19, and to provide for continuity of allocations, the existing Special Education Teacher Allocations for schools will be maintained for the 2021/22 school year, with re-profiled allocations now due to be made from September 2022.

This means that schools will not have to engage in an extensive redeployment of posts, or re-clustering, this year.

It also means that schools will have greater levels of certainty as to the staff that they will have in place for September.

It is therefore important to note that no school will see a cut, or reduction, to their special education teaching support next year.

Where schools have growing enrolments year on year, they will receive an increased allocation, pending the next re-profiling.

No school will receive a reduction to their current allocation.

Importantly, additional allocations will also continue to be made for new schools, schools which achieve developing status, and for exceptional circumstances. Schools that qualify for additional mainstream developing school posts also qualify for additional special education teaching allocations to take account of this developing status.If a school considers that exceptional circumstances have arisen in their school, which means that they cannot provide for the special educational teaching needs of pupils due to very significant changes to the school profile occurring, a school may seek a review of their allocations by the NCSE. Details of this review process are available at https://ncse.ie/review-of-special-education-teacher-supports-where-there-are-exceptional-circumstances-or-needs-arising-in-a-school-2

Pupil-Teacher Ratio

Questions (977)

Cormac Devlin

Question:

977. Deputy Cormac Devlin asked the Minister for Education if she will include all DEIS band one schools when reducing class size numbers for all class levels; and if she will make a statement on the matter. [18801/21]

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Written answers

On the 1st March 2021, I announced a package of measures to tackle educational disadvantage. This announcement provided for a one point improvement to the staffing schedule for all Urban Band 1 schools. This included a reduction in the staffing schedule from 22:1 to 21:1 for Urban Band 1 vertical schools and 20:1 to 19:1 for Urban Band 1 junior schools, which was in addition to previously announced one-point reduction for Senior Urban Band 1 schools from 24:1 to 23:1.

DEIS remains this Department’s main policy to tackle educational disadvantage. My Department will spend over €150 million on the programme this year.

School Staff

Questions (978)

Réada Cronin

Question:

978. Deputy Réada Cronin asked the Minister for Education if her attention has been drawn to the cascade aspect of teacher absences in the context of Covid-19 in which the substitute panel is saturated with requests, thereby seeing special needs teachers frequently being required to take over absentee teacher class duties; and if she will make a statement on the matter. [18815/21]

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Written answers

Among the COVID-19 supports provided for the 2020/21 school year was the extension of the Substitute Teacher Supply Panel. Currently, there are 115 Substitute Teacher Supply Panels nationwide, with almost 330 newly appointed Supply Panel teachers employed, providing substitute cover to almost 2,300 schools across the country. The proficiencies of the Substitute Teacher Supply Panels is being monitored throughout the school year and will be reviewed by my Department at the end of the current academic year.

These substitute Supply Panels are not the sole means whereby schools source substitutes but are set up to work alongside the existing methods of sourcing substitute teachers whether through a school’s own panel of regular substitutes or the National Substitution portal service as outlined in the Department Circular 45/2020.

Where there is no substitute available from these options, Circular 45/2020 allows for non-mainstream teachers to cover the absence of a teacher in a mainstream class and the school may employ a substitute on a subsequent date when one is available.

School Staff

Questions (979)

Rose Conway-Walsh

Question:

979. Deputy Rose Conway-Walsh asked the Minister for Education the number of new primary teachers registered with the Teaching Council in each of the years since 2014; and if she will make a statement on the matter. [18825/21]

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Written answers

Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.

The figures they have provided for the number of registrations for Newly Qualified Teachers (Primary) since 2014 are as follows:

2014 = c. 1,700

2015 = 915

2016 = 2002

2017 = 1744

2018 =1789

2019 = 1792

2020 = 1914

The Teaching Council inform me there are a number of caveats to this data, namely:

- These numbers relate to Newly Qualified Teachers (NQTs) who registered with the Council using the fast-track NQT registration process. Primary Teachers who registered outside this process are not counted.

- The number for 2014 is an approximate figure only.

- The reduction in graduate numbers in 2015 is directly due to the commencement of the reconceptualised initial teacher education programmes.

School Curriculum

Questions (980)

Ruairí Ó Murchú

Question:

980. Deputy Ruairí Ó Murchú asked the Minister for Education the programmes available to secondary schools to highlight and educate students on issues surrounding sexual based crime; and her plans for any future programmes in this regard. [18835/21]

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Written answers

There are a number of programmes available to schools that address crimes related to sexual violence.

At primary level, the Stay Safe Programme is a mandatory part of the Social Personal and Health Education (SPHE) programme. The Stay Safe programme is a personal safety skills programme for use with primary school children from Junior Infants through to 6th class. The programme seeks to enhance children’s self-protective skills by participation in lessons on safe and unsafe situations, bullying, inappropriate touch, secrets, telling and stranger danger. The programme aims to give children the skills necessary to enable them to recognise and resist abuse/victimisation and teaches them that they should always tell (an adult that can help) about any situation which they find unsafe, upsetting, threatening, dangerous or abusive.

At post primary level, two programmes are in place which come under the heading of Personal Safety. One of these programmes is for junior cycle which addresses personal safety in relationships and explores topics such as healthy and unhealthy relationships, consent and domestic gender-based and sexual violence. The other programme, which is for senior cycle, addresses topics such as domestic violence, sexual harassment, dating violence and rape. Both of these programmes were designed by the Professional Development Support Service (PDST) and are intended to be taught as part of the wider Social Personal and Health Education /Relationships and Sexuality Education curriculum. Professional development support is available to teachers, directly linked to these resources.

In addition to these programmes, which have been developed by my Department, there are also a wide range of other agencies and NGOs offering education resources and support to teachers in teaching about gender based violence and consent.

The Programme for Government states that this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools. With the curriculum for Social Personal and Health Education currently under review and redevelopment, it is anticipated that the this topic will be a consideration in the work of the NCCA's curriculum development groups as a revised curriculum in this area is developed over the coming years.

Education Schemes

Questions (981)

Seán Sherlock

Question:

981. Deputy Sean Sherlock asked the Minister for Education if her attention has been drawn to the case of a child (details supplied); and if she will intervene in this case to ensure that the child is able to continue their education in school. [18873/21]

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Written answers

Enabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.

This year, over 20% of the total Education budget or €2bn will be invested in supporting children with special educational needs. As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.

The majority of special schools cater for students up to the age of 18. However, in the event that students are transitioning from a special school to a post-primary school, such enrolment applications are a matter for each individual board of management and the NCSE does not hold such records.

The NCSE, through its local network of SENOs (Special Educational Needs Organisers), is available to provide advice and support to parents of students that are due to transition to post-primary on the possible placement options available to their child, including mainstream placement with appropriate support, special class placement and special school placement. Post-primary placements are supported with additional resources where required.

The Deputy will be aware of the recent announcement whereby Minister Foley and I have secured a significant expansion of special school provision in Cork through the establishment of a new special school and increased capacity in an existing special school to meet the needs of children in the Cork area.

The new provision will see the establishment of a new special school in Carrigaline which will have the capacity to provide 48 school places. It will provide for the needs of children with autism and general learning disability up to eighteen years of age.

The provision will also provide for a change to the designation of St. Mary’s Special School, Rochestown to cater for children with a dual diagnosis of learning disability and autism with 12 new school places becoming available for September 2021.

Priority will now be given to those children who currently do not have an offer of a school place for next September.

The provision of 60 additional special school placements is to cater for the immediate requirements. I can assure the Deputy that my Department and the NCSE continue to work towards the development of additional placements in the Cork area to meet ongoing and future demand.

I can also confirm that the local Special Educational Needs Organiser (SENO) remains available to support this family regarding a suitable placement.

Compensation Schemes

Questions (982)

Éamon Ó Cuív

Question:

982. Deputy Éamon Ó Cuív asked the Minister for Education when she envisages having a scheme up and running to provide compensation arising out of a case (details supplied) to the victims of sexual abuse in schools over the years; if this will be in the form of an ex-gratia payment; the method by which this will be assessed; the reason for the delay in making this scheme available; and if she will make a statement on the matter. [18880/21]

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Written answers

As you are aware, the ex gratia scheme was established on foot of the specific circumstances arising from and in response to the judgment of the European Court of Human Rights (ECtHR) relating to Louise O'Keeffe.

The Department undertook to review of the scheme in response to a determination by the Independent Assessor, Mr Justice Iarfhlaith O’Neill that one of the criteria for eligibility is incompatible with the ECtHR judgement.

The issues involved are highly sensitive and complex and require careful deliberation before proposals can be finalised and brought to Government. It is important to have a more complete awareness of the extent of the problem, the number of people who could potentially be involved, the legal implications of any course of action, and an accurate estimate of likely costs before a new or modified scheme is considered. Officials from my Department are closely engaged with officials from the Attorney General’s office to work through these complex matters. Proposals will be brought to Government when this process has concluded.

Vaccination Programme

Questions (983)

Michael McNamara

Question:

983. Deputy Michael McNamara asked the Minister for Education if teachers are going to be prioritised for the vaccination programme; and if she will make a statement on the matter. [18916/21]

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Written answers

The new vaccination roll out schedule, which was recommended to government by the National Immunisation Advisory Committee and endorsed by the NPHET, is that the remainder of the population after Group 9 will be completed on an age basis from those aged 64 years and younger, and that this decision will replace the previous groupings in the original plan.

The evidence is clear that hospitalisation and death risk increases with age, while a review conducted by NIAC did not see any occupational group emerge as being at higher risk of morbidity or mortality. The risk of someone aged 55-64 with COVID-19 is 70 times higher in terms of death, over 20 times higher in terms of ICU admission and 5 times higher in terms of hospitalisation when compared to the risk facing someone aged 20-34 with COVID-19.

Schools Building Projects

Questions (984)

Cian O'Callaghan

Question:

984. Deputy Cian O'Callaghan asked the Minister for Education if she will provide a timeline on the development of a school (details supplied); and if she will make a statement on the matter. [18924/21]

View answer

Written answers

The building project for the school referred to by the Deputy is being delivered under my Department’s Design and Build Programme and planning permission has been secured.

My Department is currently in the process of establishing a Framework of Design and Build Contractors to which Design and Build projects, including the project referred to by the Deputy, can be tendered. It is my Department’s intention to have the tender for the project referred to by the Deputy issued to the Framework in Quarter 2 2021.

School Staff

Questions (985, 991, 1019)

Marc MacSharry

Question:

985. Deputy Marc MacSharry asked the Minister for Education if she will review the case of a school (details supplied) that is scheduled to have the teaching staff reduced from four to three based on current retention numbers; and if she will make a statement on the matter. [18937/21]

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Michael McNamara

Question:

991. Deputy Michael McNamara asked the Minister for Education if she will sanction the retention of a fourth teacher at a school (details supplied) in County Clare; and if she will make a statement on the matter. [19011/21]

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Cathal Crowe

Question:

1019. Deputy Cathal Crowe asked the Minister for Education if it will be ensured that a school (details supplied) will retain a fourth teacher into the 2021-2022 academic year. [19302/21]

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Written answers

I propose to take Questions Nos. 985, 991 and 1019 together.

The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.

For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of of 1 teacher for every 25 pupils. A three point reduction in the retention scale has also been introduced for September 2021. These measures will help to ensure that less pupils are required to recruit or retain a teacher.

The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria, including a specific appeal measure for small schools, to the Primary Staffing Appeals Board. The Primary Staffing Appeals Board operates independently of the Department.

The Primary Staffing Appeals Board will consider staffing appeals at the end of the month and schools will be notified of the outcome of their appeal in early May.

Irish Language

Questions (986)

Dara Calleary

Question:

986. Deputy Dara Calleary asked the Minister for Education the reason two students (details supplied) are unable to receive an exemption in Irish. [18955/21]

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Written answers

As the deputy is aware, all children educated in Ireland including those who are home-schooled, are expected to have the opportunity to study Irish to an appropriate standard.

An exemption from the study of Irish may be granted by school management in the exceptional circumstances outlined in section 2.2 of circular 0052/2019 (Primary) and 0053/2019 (Post Primary). The Department of Education website has guidelines and FAQs on exemptions from the study of Irish which provide further assistance to schools and parents on the matter of exemptions from the study of Irish. These can be accessed here: https://www.education.ie/en/Parents/Information/Irish-Exemption/

The only circumstances in which an exemption from the study of Irish can be granted are those set out in section 2.2 of the relevant circular. There are no other circumstances under which an exemption can be considered or granted. If a child does not meet the criteria set out in the circular then an exemption from the study of Irish cannot be granted.

Sections 2.2a of the Circulars sets out that a child who is educated abroad should be at least 12 years of age or have completed the final year in primary education at the time of their first enrolment in a recognised school in Ireland in order for an application for an exemption from the study of Irish to be considered. Section 2.2b which related to children who leave school in Ireland to study abroad requires the child to be at least 12 years only on re-enrolment in a school in Ireland and have been abroad for 3 or more years in order for an application for an exemption from the study of Irish to be considered. In both cases the school would require suitable documentary evidence to support an application.

If the parent/guardian or student over 18 years of age is not satisfied that the school principal has followed the correct procedures in making a decision to refuse to grant an exemption from the study of Irish, then the parent/guardian or student over 18 years of age can complete an Irish Exemption Appeal Form setting out the specific reason(s) why the decision is being appealed and the circumstances in which it is considered that the process has not been correctly applied. The completed Irish Exemption Appeal Form should be submitted within 30 calendar days from the date the decision of the school not to grant an exemption was notified in writing to the parent(s)/guardian(s)/student.

Officials in my department have enquired into the case above and note that the principal of the school determined that the boys’ circumstances did not meet the criteria set out in the circular and that no appeal was received by the department in relation to the decision.

As is the case for a pupil/student who encounters difficulty with the study of Irish and who does not have an exemption from the study of Irish, schools are required to address a wide diversity of needs by providing a differentiated learning experience for pupils/students in an inclusive school environment.

The Primary Language Curriculum is for children of all abilities in all school contexts. This is informed by the principles of inclusion and the benefits of bilingualism for all students that underpin the Primary Languages Curriculum. It recognises and supports pupils’ engagement with Irish and English at different stages and rates along their language-learning journey. It builds on the language knowledge and experience that pupils bring to the school. The Progression Continua in the Primary Language Curriculum provide a framework for teachers to identify the pupil’s stage of language development and to plan interventions that support the development of language skills and competences in Irish and in English in an integrated manner, emphasising the transferability of language skills across languages. All pupils are encouraged to study the language and achieve a level of personal proficiency that is appropriate to their needs and ability. Similarly at post-primary level the policy is informed by the principles of inclusion and the benefits of bilingualism for all students that underpin the Framework for Junior Cycle (2015) and curricular provision in senior cycle. Students should be encouraged to study the language and achieve a level of personal proficiency that is appropriate to their ability.

Departmental Correspondence

Questions (987)

Niamh Smyth

Question:

987. Deputy Niamh Smyth asked the Minister for Education if she will review correspondence (details supplied); and if she will make a statement on the matter. [18958/21]

View answer

Written answers

Under the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes. Equipment is provided under this scheme for children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment which they do not already have, or which cannot be provided for them through the school’s existing IT provision.

The National Council for Special Education (NCSE), through its network of Special Education Needs Officers (SENOs), is responsible for processing applications from schools for assistive technology support.

Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.

SENOs will review the application and professional reports, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department’s officials will decide on the level of grant, if any, to be provided. The NCSE operates within my Department's criteria in making such recommendations, as set out in Circular 0010/2013.

The type of equipment provided under the assistive technology scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.

My Department does not currently have an Assistive Technology application for the pupil in question.

Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE) under the Aids and Appliances Scheme.

School Funding

Questions (988)

Cathal Crowe

Question:

988. Deputy Cathal Crowe asked the Minister for Education if she will intervene to rectify the payroll anomaly in which secondary school music teachers will not receive payment for their work in staging the leaving certificate practical examinations for music. [18966/21]

View answer

Written answers

The State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

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