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Thursday, 13 May 2021

Written Answers Nos. 78-89

Special Educational Needs

Questions (78)

Richard Bruton

Question:

78. Deputy Richard Bruton asked the Minister for Education if the review of the pilot scheme of delivering therapeutic support to a regionally grouped set of schools and preschools has been completed in order that her Department is in a position to extend the scheme to a new catchment resources permitting. [24038/21]

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Written answers

The School Inclusion Model (SIM) is based on policy advice from the National Council for Special Education (NCSE) based on the principle of providing the right support at the right time delivered by a range of personnel with relevant qualifications and skill-sets.

On 12 February 2019, Government approved the trialling of a new School Inclusion Model (SIM) for the 2019/20 school year in the CHO7 area of West Dublin, Kildare, and West Wicklow.

The purpose of the pilot is to develop a holistic model of support for students with a view to achieving better outcomes. The Model includes the provision of therapeutic supports including speech and language and occupational therapy in schools, a change in the way special needs assistants are allocated for mainstream classes, increased psychological support and more training and professional supports for schools.

Independent evaluation is a central element of the pilot, the outcome of which will guide the future development of the Model.

The SIM pilot was disrupted with the closure of schools as a result of COVID-19 from March to September 2020 and again in January 2021. The HSE therapists who had been working in schools as part of the School Inclusion Model (SIM) were reassigned to Covid related priority work in the health services. Consequently, the pilot has been paused since March 2020.

Because SIM is a priority for Government, additional funding was provided in Budget 2021 to extend the Model to two new areas from September next.

With the full reopening of schools on 12 April, planning for the resumption of SIM and its expansion to the two areas is now underway. Consultation with schools, education stakeholders and relevant Governments Departments and agencies is underway. I expect to be in a position to make an announcement on the matter over coming months.

Special Educational Needs

Questions (79)

Gary Gannon

Question:

79. Deputy Gary Gannon asked the Minister for Education the number of additional resource hours on the OLCS system to be taken by the end of the academic year. [25132/21]

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Written answers

As the Deputy will be aware schools are allocated special educational support based on their educational profile. There are currently over 13,600 Special Education Teachers allocated to mainstream primary and post primary schools. The Special Education Teacher allocation process provides a single unified allocation for special education support teaching needs to each school, based on each schools education profile.

Depending on the number of hours allocated, the school can employ a full-time teacher or cluster with other schools to employ a teacher on a shared basis. Where a school does not form a cluster with another school, the school will apply to the Department to have these hours recorded on the Online Claims System (OLCS) as part-time Special Education Teaching hours. Schools can then choose to utilise these hours to employ a teacher for a specified period towards the end of the year.

The current position is that there are 22,415 part-time Special Education Teacher (SET) hours which is the equivalent of 24.5 full-time teaching posts remaining on the OLCS to be utilised by 201 schools in the primary school sector in the current school year.

Some schools bank their hours to be used and employ a teacher toward the end of the year. Ultimately it is a matter for the school authority to identify how best to use their hours to support the children in the school.

It is not possible to extract the number of hours remaining for Secondary, Community or Comprehensive Schools as this information is not recorded separately from other part-time hour allocations.

Site Acquisitions

Questions (80)

Cormac Devlin

Question:

80. Deputy Cormac Devlin asked the Minister for Education the progress to date in securing a permanent site for a school (details supplied). [24885/21]

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Written answers

I appreciate that this project is a priority for the Deputy, as it is for my Department.

My Department is very conscious of the difficulties the school authorities and the families have to contend with and, in this regard, my officials will continue to treat this acquisition as urgent.

The site acquisition process is very complex and subject to completion of successful negotiation and many conveyancing processes. Furthermore, securing school sites in South Dublin has proven extremely difficult in recent years, however, I can confirm that officials in my Department have been in discussions with Dún Laoghaire Rathdown (DLR) County Council officials in relation to two potential permanent school site options for two primary schools in Local Authority area, one of which is the school referred to by the Deputy. These discussions have been working towards a determination as to the optimum configuration of school sites in the area.

I can now confirm that my Department is at an advanced stage of negotiations with Dún Laoghaire-Rathdown County Council regarding the acquisition of a site in their ownership. This site is well located to serve the Booterstown BlackrockSchool Planning Area and is intended to be the permanent location for GaelscoilLaighean. Any acquisition will be subject to contract and the statutory approval of the Council to dispose of the site to my Department.

The School Patron has been informed of this development and will be advised of the location of the site when it is possible to do so.

Special Educational Needs

Questions (81)

Bríd Smith

Question:

81. Deputy Bríd Smith asked the Minister for Education if she will amend circular 0030/2014 which defines the role of SNAs as one of care needs only given the actual work and role played by SNAs; and if she will make a statement on the matter. [24719/21]

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Written answers

Special Needs Assistants (SNAs) play a critical role in supporting the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.

The majority of children with special educational needs attend school without specific care supports other that provided by the child’s class or subject teacher.

It is the responsibility of the classroom teacher to ensure that each pupil is taught in a stimulating and supportive classroom environment where all pupils feel equal and valued.

The SNA scheme was put in place to provide for the minority of students who have significant need for care support to the extent that they would not be able to attend school without such additional support. The role of the SNA is to attend to the significant care needs of students with complex needs. SNAs work under the direction of the class teacher to help ensure that class teaching and learning proceeds smoothly for all students . They support children with disabilities to integrate into school life and to develop their independent living skills. SNAs do not have a teaching role.

SNAs are whole school resources to be allocated to meet the needs of those students in greatest need.

The operation of the SNA scheme is set out in the Department’s Circular 0030/2014. Circulars like this are developed in consultation with stakeholders including staff interests. There are no plans to amend this circular.

Covid-19 Pandemic Supports

Questions (82)

Peter Fitzpatrick

Question:

82. Deputy Peter Fitzpatrick asked the Minister for Education the cost to date of all Covid-19-related payments in her Department to individuals and corporate entities; and if she will make a statement on the matter. [15409/21]

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Written answers

The response by my Department to the Covid-19 pandemic has involved Permanent Defence Force personnel, Civil Servants, Civilian Employees, members of the Reserve and Civil Defence Volunteers and has amounted to expenditure of some €18.2 million, to date.

Expenditure was incurred across a range of areas and included €5.2 million towards the acquisition of a new PC-12 utility aircraft which was used to provide additional fixed-wing capacity response and support to the HSE, as required; some €6.5 million in respect of additional Allowance payments to Defence Forces personnel; some €5.5 million in respect of additional Medical, Engineering, Building, Personal Protective Equipment, Audio-Visual and Transport costs across the Army, Air Corps and Naval Service and some €0.4 million in respect of additional Civil Defence costs.

In addition, investment of some €0.6 million in Information and Communications Technology has facilitated remote working and other operational efficiencies across the Department and has ensured ongoing business continuity throughout a very challenging period.

All Covid-19 related expenditure has been met from within the overall Defence (Vote 36) allocation and reflects the positive contribution made by the Defence Organisation in reacting to this crisis.

Special Educational Needs

Questions (83)

Bríd Smith

Question:

83. Deputy Bríd Smith asked the Minister for Education if she plans to recognise the education achievements and continuous professional development of SNAs; her plans to accredit the course recently commenced in UCD; and if she will make a statement on the matter. [24718/21]

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Written answers

The Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018 referenced the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment.

The policy advice has been considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.

A public procurement competition was held and formal accreditation to the National Qualifications Framework was not a requirement for the new national training programme. Following evaluation of the tenders received, the contract was awarded to University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems.

This new programme aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by my Department and delivered at no cost to the SNA.

Completion of the programme may serve as a stepping stone to further education opportunities in the area. Each participant who completes the programme successfully will receive a certificate from UCD School of Education which may be of assistance in pursuing further education.

€2.45m will be allocated to this programme over the next 4 year period based on a full uptake of 3,500 SNAs. The first cohort of 500 SNAs enrolled in January and this phase was oversubscribed.

This is the first national training programme for SNAs employed in schools and is tailored to their needs. As this is the first programme, it is appropriate to take the time to review outcomes which will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.

I am satisfied that the new training programme for SNAs now in place is of high quality and will help to enhance the experience of children with special needs in our schools.

Education Schemes

Questions (84)

Barry Cowen

Question:

84. Deputy Barry Cowen asked the Minister for Education the supports in place for schools to develop their ICT capacity, including the development of a new digital strategy for schools; and if she will make a statement on the matter. [25069/21]

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Written answers

An investment programme of €210m has been delivered under the current Digital Strategy for Schools to address ICT needs. The final tranche of this grant funding, €100m, issued to schools during 2020. This grant issued directly and automatically to schools, with DEIS schools and SEN pupils receiving a higher rate of payment.

This funding is intended to enable schools to embed the use of digital technologies in teaching, learning and assessment. This ICT Grant funding issues directly to schools as schools are best placed to identify and meet the requirements of their own student cohort. Schools were asked to consider using this funding to provide devices for learners, through a loan arrangement, which many schools did implement.

Extensive support for schools to develop digital learning plans is provided through the Digital Learning Framework alongside a suite of teacher professional learning delivered through the Department funded teacher support service, the Professional Development Service for Teachers.

The current Digital Strategy for Schools 2015-2020 expires at the end of this school year. Development of a new strategy is now underway. In order to ensure a comprehensive review of the existing Digital Strategy for Schools and to inform development of the new strategy, a wide-ranging consultation framework has been developed. This aims to ensure a meaningful and effective consultation process with all key stakeholders.

Consultation commenced, with a public call for written submissions which is open and available on the gov.ie site. Direct consultation with principals and teachers will be undertaken shortly by way of an accessible questionnaire. It is also planned to engage with parents and learners so their input is also be captured.

I want the new Strategy to build on the progress achieved to embed the use of digital technologies in education.

School Transport

Questions (85)

Kieran O'Donnell

Question:

85. Deputy Kieran O'Donnell asked the Minister for Education the status of the progress report on the review of the school transport scheme underway in her Department; and if she will make a statement on the matter. [25095/21]

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Written answers

School 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.

In October 2019, my predecessor announced a review of the school transport scheme with a view to taking a fresh look at the service and its broader effectiveness and sustainability. Given the evolving situation with Covid-19 the work of the Steering Group had been delayed. However, an initial meeting of the Steering Group was recently held in order to recommence the process which will continue over the coming period. The review is being conducted to ensure that the school transport is fit for purpose and that it serves students and their families adequately.

This review will build on the proposals in the Programme for Government as they relate to school transport, including examining the options to reduce car journeys and assessing how the School Transport Scheme can work in liaison with the Safe Routes to Schools Programme; examining the options for providing a better value and a better service for students, including and examining issues such as the nearest or next-nearest school.

It is planned that the Steering Group will report to me on an interim basis as the review progresses, with a view to presenting a final report later this year with recommendations on the future operation of the Department’s School Transport Scheme.

The Steering Group will report to me initially on preliminary findings regarding eligibility, before moving to consider and report on broader issues such as the objectives of the scheme and the alignment of the scheme with other initiatives and wider Government policy. The Steering Group is due to report to me shortly with this preliminary interim report.

Special Educational Needs

Questions (86)

Jennifer Murnane O'Connor

Question:

86. Deputy Jennifer Murnane O'Connor asked the Minister for Education the model of allocation being used for special needs assistant allocation for the academic year 2021-2022; when her Department will be publishing the allocations for the coming academic year; and if she will make a statement on the matter. [24882/21]

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Written answers

In December 2019, Government approved the national roll out of a new frontloading model for the allocation of SNAs support to primary and post-primary schools for students in mainstream classes, as part of the phased roll out of the School Inclusion Model (SIM).

In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for Special Needs Assistants for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.

The disruption prevented the delivery of the necessary training and information workshops to support the roll out of the new allocation model which had been planned for earlier this year.

The training and workshops are designed to help school leaders and teachers in their in-school planning for the new model and their engagement with parents. These sessions will now be rescheduled by the NCSE to take place during the 2021/22 school year.

SNA allocations for 2021/22 school year will be based on the actual number of SNAs employed by a school on 30 April 2021 and the allocation on that date will be rolled over into 2021/22. No school will receive a reduced allocation.

As in previous years, there will be provision for schools to apply to the NCSE for additionality where exceptional circumstances give rise to new care needs that cannot be catered for within existing allocations.

My Department will advise schools of the arrangements which will apply regarding this process shortly.

SNA allocations for 2021/22 will be published later this month as in previous years.

SNA allocations for special classes and special schools are not affected by this arrangement.

Special Educational Needs

Questions (87)

Paul Murphy

Question:

87. Deputy Paul Murphy asked the Minister for Education if additional special education teacher hours will be allocated to a school (details supplied) given that her Department previously recognised the need for increased hours and the fact that the number of pupils attending the school has increased further since that recognition. [24893/21]

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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, 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.

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

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.

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.

Additional allocations will continue to be made for new schools, schools which achieve developing status, and for exceptional circumstances.

Special Educational Needs

Questions (88)

Colm Burke

Question:

88. Deputy Colm Burke asked the Minister for Education the measures being taken by her Department to incentivise persons to pursue a career in special educational needs and measures being taken to retain current staff in this area; and if she will make a statement on the matter. [25084/21]

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Written answers

The state will invest approximately €2 Billion, or over 20% of its total educational budget, in 2021 on making additional provision for children with special educational needs next year. This represents an increase of over 50% in total expenditure since 2011, at which time €1.247 billion per annum was provided.

Since 2011, the number of special classes in mainstream schools has increased by almost 235%, from 548 to 1,836 for the 2020/2021 school year. There are now 1,570 special classes in place: 135 Early Intervention, 1,000 primary and 435 post-primary autism special classes. This is an increase of 9% at primary level and 74% at post-primary compared to 2017. Budget 2021 provided for an additional 235 special class teachers in 2021.

Special education offers huge opportunities for teaching graduates and other with suitable qualifications for SNA posts. The numbers of teacher in special education and special needs assistants (SNAs) are at unprecedented levels in 2021. Working in special education providing some of the most vulnerable children in society with an education is a very worthwhile career. My Department is not aware of evidence indicating difficulty in filling the new teacher or SNA posts coming on stream.

The SNA scheme provides mainstream primary, post primary and special schools with additional adult support staff to assist children with special educational needs who also have additional and significant care needs to attend school.

SNAs are recruited specifically to assist schools in providing the necessary non–teaching services to pupils with additional and significant care needs. The role of the SNA is to support the classroom teacher and special education teachers, and to assist in the care needs of pupils with disabilities in an educational context.

Teachers and SNAs work across the full special education continuum spanning, mainstream classes, special classes and special schools.

There are currently over 17,000 SNA posts allocated to primary, post primary and special schools. Budget 2021 provided an additional 990 Special Needs Assistants. There will be over 18,000 SNA posts by the end of 2021 which is an increase of 70% since 2011.

In addition to mainstream class teachers, there are 13,620 special education teachers support the mainstream class teacher by providing additional teaching support for pupils with special educational needs in schools.

The appointment of teachers and SNAs is a matter for the individual school authority. Terms and conditions including salary are agreed centrally.

All initial teacher education in Ireland that leads to registration must have professional accreditation from the Teaching Council whose role is to promote and regulate professional standards in teaching.

There are extensive professional development and other supports available for teachers working in a special education environment.

The NCSE provides regular continual professional development for teachers to enhance the quality of learning and teaching of students with SEN.

A new National Training Programme for SNAs was introduced in January 2021 with an initial cohort of 500 SNAs, which was oversubscribed. In total, there are 3,500 places available on the programme over the next four years.

The Department provides enhanced capitation levels for special schools and special classes. Each facility is dedicated to a particular disability group and each operates at a specially reduced pupil teacher ratio.

Special Educational Needs

Questions (89)

Louise O'Reilly

Question:

89. Deputy Louise O'Reilly asked the Minister for Education if additional ASD units will be provided for schools in north County Dublin. [25117/21]

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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. 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.

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.

NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.

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 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 at local level to identify any and all relevant suitable placements.

The NCSE is working with a significant number of schools in the county to encourage and support the opening of new special classes at all levels. The NCSE has specific plans in place to open a number of additional classes in schools in North Dublin.

I can also reassure the Deputy that the local SENOs continue to be available to assist and advise parents of children with special educational needs.

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