Written Answers Nos. 77-95
77. Deputy Jim O'Callaghan asked the Minister for Education if she plans to produce a five-year forecast of the current and future need for special needs education places in the catchment area of each school and to communicate this demand to schools within each area within six months; and if she will make a statement on the matter. [20909/21]
View answer78. Deputy Jim O'Callaghan asked the Minister for Education if she plans to publish a list by school each June of all available school places in ASD units for the coming school year; and if she will make a statement on the matter. [20910/21]
View answerI propose to take Questions Nos. 77 and 78 together.
It is my belief that children with special educational needs should receive their education in placements which are appropriate to their needs alongside their peers wherever possible unless such an approach would be inconsistent with the best interests of the individual child or other children in the school.
This approach is consistent with the provisions of the Education for Persons with Special Educational Needs (EPSEN) Act 2004.
My Department's policy is therefore to provide for the inclusive education of children with special educational needs in mainstream schools. The majority of children with special needs attend mainstream education with additional supports
This policy is supported by significant investment by this Government. The Department of Education will spend approximately €2 Billion or over 20% of its total educational budget in 2021 on making additional provision for children with special educational needs this year.
Only where it has been assessed that the child is unable to be supported in mainstream education, are special class placements or special school placements recommended and provided for.
It is therefore not the case that special educational placements are required to support all children with special educational needs, nor is it intended that this should be the case.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
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.
Through ongoing consultation at local level, the NCSE is also aware of those parents whose children will be seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work to identify any and all relevant suitable placements.
I should also clarify that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
The NCSE is working with schools to encourage and support the opening of new special classes at all levels and has specific plans in place to increase the number of places available.
The Deputy will be aware of the process underway in South Dublin under Section 37A of the Education Act, 1998. Statutory notices issued under the Act together with the representations received from the schools and their patrons are published on my Department’s website.
I also announced the establishment of a new special school (Our Lady of Hope School) in Crumlin, Dublin 12 last December. Both the NCSE and my Department are working closely with the patron and the school's management team on the practical arrangements required to progress this project as speedily as possible. I have also recently announced the establishment of a new special school in Cork to help cater for demand in that area for September 2021.
Finally, I can reassure the Deputy that the local Special Educational Needs Organisers (SENOs) continue to be available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list .
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie.
79. Deputy Robert Troy asked the Minister for Education if she will further review an appeal for school transport assistance by a person (details supplied). [20912/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
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 Department's Post-Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest school/education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
While it is the prerogative of parents to send their children to the school of their choice, eligibility for school transport is to the nearest school.
All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/21 school year where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Concessionary transport may vary from year to year and cannot be guaranteed for the duration of a child’s post primary school education cycle. Where the number of applications for transport on a concessionary basis exceeds the number of seats available, Bus Éireann determines the allocation of the tickets and refunds payments made on behalf of those concessionary applicants for whom no seats remain.
Bus Éireann has advised that the pupils referred to by the Deputy are not eligible for transport as they are not attending their nearest school. The pupils were not successful in obtaining a concessionary seat for the 2020/2021 school year.
Payment for transport was received for this pupil on 07/09/2020. A refund was issued to this family on 17/12/2020.
All school transport services are reviewed over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
In relation to any concerns regarding safety issues when travelling to a school bus pick up location, there is an onus of responsibility on parents/guardians to arrange to bring any pupil availing of a school transport service, to and from that pick-up point of that school bus service, taking whatever safety precautions they consider sufficient in doing so, and accompanying the children to ensure their safety and allay any concern.
80. Deputy Sean Sherlock asked the Minister for Education if she will address a matter raised in correspondence (details supplied); and if she will make a statement on the matter. [20913/21]
View answerAs the deputy is aware, all children educated in Ireland are expected to have the opportunity to study Irish to an appropriate standard, and that an exemption from the study of Irish may be granted by school management in the exceptional circumstances outlined in circular 0052/2019 (Primary) and 0053/2019 (Post Primary) only. 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/
In line with other department policies in the area of special educational needs, the circulars on the granting of exemptions from the study of Irish have moved away from a diagnostic categorical model to a needs-based model. Therefore a diagnosis of an Autism Spectrum Disorder (ASD) or other condition is not a requirement for granting an exemption from the study of Irish which is a matter for the school. While an external report might recommend an exemption, it is up to the school to decide if they have the evidence, (ongoing support, response to intervention and current level of need as identified in school testing) when considering the exceptional circumstances in which an exemption should be granted. The granting of an exemption from the study of Irish should not be a key factor in planning for the provision of special education teaching for a pupil.
Subsection 2.2.c of the circular makes provision for pupils in mainstream schools who are encountering persistent literacy difficulties across the curriculum and therefore assessment of those literacy difficulties is carried out in the language of instruction of the school (English). The assessment is not intended to identify pupils who have difficulty with learning Irish only.
In the case of students in special schools and in special classes in mainstream schools, and in recognising the authority devolved to the management authorities in decision making concerning the Irish language learning needs of the students concerned, a formal application for a Certificate of Exemption is not required. Pupils in special schools and in special classes in mainstream schools will therefore be exempt without holding a Certificate of Exemption. A Certificate of Exemption from the study of Irish may be granted by the management authorities of the special school/class to a pupil in order to facilitate their transition back to a mainstream school/ class.
In line with the department’s policy special schools/schools with special classes are expected and encouraged to provide all pupils, to the greatest extent possible and in a meaningful way, with opportunities to participate in Irish language and cultural activities at a level appropriate to their learning needs.
A formal application for an exemption from the study of Irish is required for students who meet the criteria outlines in Subsection 2.2 of the Circular but are not enrolled in a special class.
In relation to stress and anxiety, schools can best promote the wellbeing of students through a multi-component, preventative, whole school approach. In line with best practice, The National Educational Psychological Service (NEPS) encourages schools to adopt a whole school, continuum of support approach to provide for children and young people’s wellbeing needs. This involves three levels: Support for All, Support for Some and Support for Few. https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/Model-of-Service.html.
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 pupil’s circumstances do not meet the criteria set out in the circular and that no appeal was received by the department in relation to the decision. Officials from the department have previously responded to correspondence from the child’s mother on the matter and have advised her that it is not possible to grant an exemption outside of the the exceptional circumstances outlined in the circulars.
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 Irish language curriculum 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.
81. Deputy Patrick Costello asked the Minister for Education the schools which have been compelled to open ASD classes in Dublin 12; and if she will make a statement on the matter. [20920/21]
View answer83. Deputy Patrick Costello asked the Minister for Education the status of plans to further compel schools to open ASD classes in Dublin 12; and if she will make a statement on the matter. [20922/21]
View answerI propose to take Questions Nos. 81 and 83 together.
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.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing. 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.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country, including South Dublin, where increases in population and other issues have led to concerns regarding a shortage of school places.
The Deputy will be aware of the process underway in South Dublin under Section 37A of the Education Act, 1998. Statutory notices issued under the Act together with the representations received from the schools and their patrons are published on my Department’s website. As the legal process is still underway, it would not be appropriate for me to comment further at this stage.
I also announced the establishment of a new special school (Our Lady of Hope School) in Crumlin, Dublin 12 last December. Both the NCSE and my Department are working closely with the patron and the school's management team on the practical arrangements required to progress this project as speedily as possible.
Finally, I can reassure the Deputy that the local Special Educational Needs Organisers (SENOs) continue to be available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at www.ncse.ie.
82. Deputy Patrick Costello asked the Minister for Education the status of a school (details supplied) that is in tender for ASD classes; and if she will make a statement on the matter. [20921/21]
View answerI am pleased to inform the Deputy that, in relation to the Junior National School referred to, my Department has recently approved this project to go to Construction Stage for a one-classroom SEN base, two mainstream classroom with ensuite toilets, and WC for assisted users under the Additional Accommodation Scheme. The project is expected to commence on-site shortly.
In relation to the National School referred to, my Department granted approval under the Additional Accommodation Scheme 2020 to build a two-classroom SEN base and one WC for Assisted Users. The Department received an Emergency Works Scheme (EWS) application from the school in October 2020 relating to alteration works to main entrance doors and fire exit doors which is currently being assessed in terms of the feasibility of incorporating these works into this project. The Additional Accommodation project is currently at the Design Stage and a Stage 1/2a Report is required to be submitted at this time.
Both projects have been devolved for delivery to the School Authority to advance in that context.
84. Deputy Michael Healy-Rae asked the Minister for Education if schools will still lose a teacher in September 2021 given the Covid-19 pandemic (details supplied); and if she will make a statement on the matter. [20931/21]
View answerThe 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.
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 which is a historical low ratio. In addition, 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 to an independent Primary Staffing Appeals Board. The staffing arrangements for primary schools for the 2021/22 school year are set out in Circular 19/2021, available on the Department website.
86. Deputy David Stanton asked the Minister for Education if she will consider recognising Carrigtwohill and Midleton, County Cork as one education centre under the school transport scheme for second-level students; and if she will make a statement on the matter. [20944/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
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 my Department’s School Transport Scheme, children are eligible for transport where they reside not less than 3.2kms at primary and 4.8kms at post-primary and are attending their nearest School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/21 school year where such services are in operation.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann allocates tickets for the spare seats using an agreed selection process.
In cases where the Department is satisfied that the nearest school is full, eligibility for school transport will be determined based on the distance that children reside from their next nearest school having regard to ethos and language. If a family has further information in regard to the closest school being full they should contact School Transport Section of my Department. Further information in this regard is available on my Department's website www.education.ie.
87. Deputy Ruairí Ó Murchú asked the Minister for Education the progress of the Design and Build Schools 2020-2021 programme; and when projects currently delayed due to Covid-19 are expected to recommence towards construction. [20971/21]
View answerMy Department is currently in the final stages of the process of establishing a Design & Build contractors framework to which Design and Build projects can be tendered.
During that tender process, some short extension of time requests were submitted by Tenderers for various reasons such as delays in receiving information from resources, delays in design completions, delays in interaction with specialist supply chain members, ongoing disruption caused to working practices and team interaction by the Coronavirus restrictions and the overall impact of Covid-19 restrictions. However, these have been relatively minor. Once the new Contractors Framework is in place, further projects which have already secured planning permission will be tendered to that framework in a timely and structured process.
Work in relation to the design and planning applications for projects at earlier stages of the progression towards tender and construction stages has been ongoing and has not paused. The Deputy may also be aware that school construction sites have remained open during the recent restrictions.
89. Deputy Joan Collins asked the Minister for Education the status of ASD classes in Dublin 12. [20991/21]
View answer90. Deputy Joan Collins asked the Minister for Education the status of the four schools compelled to open ASD or autism classes in Dublin 12; and if a progress report in relation to same will be provided. [20992/21]
View answer92. Deputy Joan Collins asked the Minister for Education if additional schools will be compelled to open ASD classes in Dublin 12. [20994/21]
View answerI propose to take Questions Nos. 89, 90 and 92 together.
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.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing. 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.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country, including South Dublin, where increases in population and other issues have led to concerns regarding a shortage of school places.
The Deputy will be aware of the process underway in South Dublin under Section 37A of the Education Act, 1998. Statutory notices issued under the Act together with the representations received from the schools and their patrons are published on my Department’s website. As the legal process is still underway, it would not be appropriate for me to comment further at this stage.
I also announced the establishment of a new special school (Our Lady of Hope School) in Crumlin, Dublin 12 last December. Both the NCSE and my Department are working closely with the patron and the school's management team on the practical arrangements required to progress this project as speedily as possible.
Finally, I can reassure the Deputy that the local Special Educational Needs Organisers (SENOs) continue to be available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at www.ncse.ie.
91. Deputy Joan Collins asked the Minister for Education the status of two schools (details supplied) that are in a tender process; and the status of progress in relation to same. [20993/21]
View answerI am pleased to inform the Deputy that, in relation to the Junior National School referred to, my Department has recently approved this project to go to Construction Stage for a one-classroom SEN base, two mainstream classroom with ensuite toilets, and WC for assisted users under the Additional Accommodation Scheme. The project is expected to commence on-site shortly.
In relation to the National School referred to, my Department granted approval under the Additional Accommodation Scheme 2020 to build a two-classroom SEN base and one WC for Assisted Users. The Department received an Emergency Works Scheme (EWS) application from the school in October 2020 relating to alteration works to main entrance doors and fire exit doors which is currently being assessed in terms of the feasibility of incorporating these works into this project. The Additional Accommodation project is currently at the Design Stage and a Stage 1/2a Report is required to be submitted at this time.
Both projects have been devolved for delivery to the School Authority to advance in that context.
93. Deputy Patrick Costello asked the Minister for Education the protocols which are currently in place for a student with epilepsy should they have a seizure during a State examination; the process which a student must follow should they not be able to complete the exam owing to their condition; and if she will make a statement on the matter. [21011/21]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
94. Deputy Holly Cairns asked the Minister for Education the way in which her Department and agencies under her remit encourage and facilitate employees to use active travel to commute to work; and if she will make a statement on the matter. [21048/21]
View answerI can confirm to the Deputy that my Department has a number of initiatives in place to encourage and facilitate employees to use active travel to commute to work. Such initiatives include:
Cycle-to-work scheme:
The Cycle-to-work scheme (generally known as the Bike to Work Scheme) is a tax incentive scheme to encourage staff to cycle to work and is in operation in my Department since 2009.
Travel pass scheme:
The travel pass scheme for public transport is also available to Department staff. The Scheme allows staff to purchase an annual travel pass for bus, dart, train or luas by tax free salary deductions.
Business travel policy:
My Department's policy in relation to the claiming of travel and subsistence expenses specifies that all travel should be by the shortest practicable routes and by the cheapest practicable mode of transport. Officers are encouraged to use public transport whenever practicable, with private transport to be used only in limited circumstances.
In addition, my Department promotes the annual European Mobility week which each year focuses on a particular topic related to Sustainable Mobility. The Department also supports the 'car free day' by encouraging staff who regularly drive to leave their cars at home.
The information in respect of state bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with this query.
Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education
|
Name of Body |
Dedicated Email address for the Members of the Oireacthas |
Designated Official Responsible for assisting Oireachtas Members |
|
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta (Note 1) |
oireachtas@cogg.ie |
muireann@cogg.ie |
|
Educational Research Centre |
oireachtas.queries@erc.ie |
jude.cosgrove@erc.ie |
|
National Centre for Guidance in Education |
oireachtas@ncge.ie |
Jennifer.mckenzie@ncge.ie |
|
National Council for Curriculum and Assessment (Note 2) |
oireactasqueries@ncca.ie |
Aine.ArmstrongFarrell@ncca.ie |
|
State Examinations Commission |
Oireachtas@examinations.ie |
Paddy.Quinn@examinations.ie |
|
The Teaching Council |
pqrep@teachingcouncil.ie |
Tomás Ó Ruairc |
|
National Council for Special Education |
oireachtasqueries@ncse.ie |
patrick.martin@ncse.ie and cindyjane.oconnell@ncse.ie |
|
Residential Institutions Statutory Fund - Caranua |
Oireachtas@caranua.ie |
jane.merrigan@caranua.ie. |
Note 1 – The designated officer responsible within An Chomhairle um Oideachais Gaeltachta is Muireann Ní Mhóráin
Note 2 - The spelling of the NCCA e-mail address to which Oireachtas queries may be addressed has been verified with the NCCA as being accurate.
95. Deputy Jennifer Whitmore asked the Minister for Social Protection the proposed changes being considered to the current funding model for the tendering process for local employment services nationwide; the timelines in place for these changes; if she has engaged with employee representatives on these proposals; and if she will make a statement on the matter. [20918/21]
View answerMy Department is currently finalising a request for tender to expand local employment services type provision to some parts of the State where no such provision currently do not exist. This RFT, which is required to comply with EU procurement rules, will have no impact on the contracts of existing providers in other areas and it is expected that the tender will prove attractive to local community-based organisations, including Local Development Companies.
In practice, the current funding approach requires a level of scrutiny of day-to-day expenditure, which places an undue administrative burden on both the employment service provider and my Department. Such an approach diverts valuable resources away from supporting clients and as such does nothing to enhance employment outcomes for the long-term unemployed. Moving to a new multi-annual funding approach, which pays for each jobseeker referred to the service, coupled with a strong emphasis on quality of service provision will provide greater flexibility to providers to support individuals who avail of their service.
My Department is investing more in our communities by expanding employment services across the State and providing more support and assistance to the long term unemployed.
Separately, the current contracts for all contracted public employment service provision expire at the end of 2021 and my Department is developing requests for tender to ensure that sufficient, high quality, employment services are procured in a manner that is compatible with procurement rules.
I and my officials have engaged repeatedly with the relevant stakeholders and will continue to do so insofar as is appropriate under procurement regulations.
I trust this clarifies the matter for the Deputy.
