Skip to main content
Normal View

Third Level Education

Dáil Éireann Debate, Thursday - 20 May 2021

Thursday, 20 May 2021

Questions (91)

Jennifer Carroll MacNeill

Question:

91. Deputy Jennifer Carroll MacNeill asked the Minister for Further and Higher Education, Research, Innovation and Science the progress on ensuring broader access to third-level education for persons with intellectual disabilities; and if he will make a statement on the matter. [25560/21]

View answer

Written answers

Inclusion is one of the core strategic goals for my Department, and my ambition is to ensure that we provide supports and opportunities for learning to all. This means recognising the needs of vulnerable learners, the most marginalised and those with special and additional needs, and assisting people in accessing and progressing through higher and further education and training.

There is significant provision for students with intellectual disabilities in the further education and training sector where there were 2,821 learners with intellectual disabilities in 2019. There is also some provision in the higher education sector involving a comparatively small number of learners.

There are some excellent models of provision in both further and higher education. I want to see options expanded across the third level system based upon best practice to provide the correct learning pathways for people with intellectual disabilities to achieve their educational and training goals.

The Deputy will be aware that provision for learners with intellectual disabilities is a complex policy area involving many key stakeholders in areas such as: education; health; equality and choice; employment; and transport.

I have been clear with Ministerial colleagues that I want to work in a coherent way with their Departments and agencies to deliver on the ambitions of the National Disability Inclusion Strategy and to ensure that the tertiary education system is playing a full role in supporting and building relevant education and training offerings which support learners with intellectual disabilities to develop to their full potential. I also see my Department’s role in co-ordinating the European Social Fund as a critical way to support initiatives in this area across the wider Government system.

We are at an early stage of work in this area, but it is an area I am strongly committed to pursuing.

With this in mind I have asked my officials to engage with the HEA and SOLAS to see where we can play a stronger role, as part of a coherent whole-of-Government response. As part of this I will be looking to draw on expert advice and, critically, to hear from the learners themselves.

The first step is a mapping process and this is currently underway with the aim of developing a deeper understanding and coherent picture of the provision currently in place. This includes understanding the type of provision across different parts of the system, the factors which underpin successful programmes and to develop an appreciation of where barriers exist.

I also want to look at how we signpost provision for learners and look at ways to better promote and communicate what is on offer so that more students can engage in educational opportunities that suit their particular needs.

I will be placing a particular focus on transitions; how we can build on the outcomes of the school system and how best to support people with intellectual disabilities through coherent pathways which support their learning needs, develop their life skills and employability. This is work which I intend pursuing with colleagues across Government.

In the context of the next National Plan for Equity of Access to Higher Education I want us to make an honest assessment of progress we have made to date and to set out a strong ambition for the coming years.

I will be happy to continue to update the Deputy on progress in this area of shared priority.

Top
Share