Written Answers Nos. 279-291
279. Deputy Francis Noel Duffy asked the Minister for Education if her Department has a timeline for the planned review of the minimum qualifications for special needs assistants; and if she will make a statement on the matter. [5553/22]
View answer280. Deputy Francis Noel Duffy asked the Minister for Education if there have been updates on awarding accreditation to those enrolled in the national training programme for special needs assistants in University College Dublin; and if she will make a statement on the matter. [5554/22]
View answer281. Deputy Francis Noel Duffy asked the Minister for Education if there is a plan to review the special needs assistant scheme and for it to be recognised as a profession; and if she will make a statement on the matter. [5555/22]
View answerI propose to take Questions Nos. 279, 280 and 281 together.
Special Needs Assistants (SNAs) play a huge role in helping to ensure 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 Review made a number of recommendations regarding SNAs including 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 NCSE also recommended that training tailored to the complex needs of some students would also be provided.
The policy advice has been considered by my Department. It was decided that priority would 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.
The first national training programme for SNAs is now in place and it 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.
There are 3,500 places available on the online programme over 4 years. Each phase of the programme has been fully subscribed to date. 500 have completed the programme and a new cohort of 1,000 commenced the programme last September.
As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.
Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.
The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the position. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is of the view that the forthcoming review of the SNA contract should be carried out and implemented first.
I am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.
282. Deputy Paul Kehoe asked the Minister for Education the reason a school (details supplied) was not notified of a successful appeal; the options that are available to the school to maximise the use of resources going forward; and if she will make a statement on the matter. [5593/22]
View answerThe Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the Language Support (EAL) allocation that schools were allocated in previous years.
Further temporary Language Support is also provided, as necessary, to schools that have high concentrations of pupils that require language (EAL) support. At primary level, these allocations are made on the basis of appeals by schools to the Primary Staffing Appeals Board. Such allocations are provided to the end of the relevant school year.
Decisions from the October meeting of the Primary Staffing Appeals Board were notified to schools by email on 18th October.
The additional EAL support sanctioned by the Appeals Board has been made available to the school referred to by the Deputy.
283. Deputy Thomas Pringle asked the Minister for Education if self-defence classes will be added to the school curriculum; and if she will make a statement on the matter. [5631/22]
View answerSelf-defence classes do not form any part of the Physical Education (PE) curriculum. Schools may offer a module of Martial Arts, with an external or internal, qualified instructor, in addition to Physical Education lessons.
Choices regarding educational services are made by individual schools and their boards of management, not by the Department. Schools are free to choose whatever resources they feel supports the delivery of the curriculum in their school. My Department provides clear guidance to schools on the engagement of outside speakers and on the use of external resources to assist in delivering the curriculum. These guidelines are most recently outlined in updated circular 0042/2018 for primary schools and 0043/2018 for post primary schools. Where an external facilitator is engaged by a school, he or she should be engaged in the context of delivering a planned and comprehensive programme in the school. He or she should not be brought in to replace the school programme but to enhance it.
Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary junior cycle. In SPHE, students have opportunities to explore different themes which focus on developing self-awareness and respect for others, and the skills of self-management, communication, coping, decision-making and relating to others.
At primary level, the Stay Safe Programme is a mandatory part of the SPHE programme. 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 primary SPHE programme as a whole is also due to be updated by the NCCA as part of the work resulting from the NCCA’s review of RSE provision in schools.
284. Deputy Thomas Pringle asked the Minister for Education further to Parliamentary Question No. 60 of 23 November 2021, if she will report on the engagement by her Department with Donegal Education and Training Board to discuss its submission to her Department for additional supports to assist students affected by the MICA issue; and if she will make a statement on the matter. [5634/22]
View answerIn relation to the submission of the Donegal Education and Training Board concerning students affected by the MICA issue, I can confirm to the Deputy that my Department has been in contact with the ETB and that a meeting between my officials and the ETB is scheduled to take place in the coming days in relation to this matter.
285. Deputy Richard Bruton asked the Minister for Education the plans in place for extending the number of schools that offer computer science at leaving certificate; the key constraints to rapid expansion; and the steps that are being taken to overcome the obstacles. [5671/22]
View answerThe new subject of Leaving Certificate Computer Science (LCCS) was introduced on a phased basis to 40 schools in September 2018. From September 2020, LCCS was available to schools nationally as a full optional subject. The numbers of schools offering the subject is growing. There are currently approximately 145 schools across the country offering this subject to their students.
The approach to the provision of the subject by schools has been informed by the valuable learning gathered from the phased introduction of LCCS since September 2018.
Uniquely, this also included a Science Foundation Ireland (SFI) Discover funded research project to track the development of progress of teachers of the subject during the first two years of the subject rollout. A Department led group was formed to assist in, and have oversight of, this research study and its findings.
The introduction of this new subject to schools is supported by a Leaving Certificate Computer Science Support Framework. This framework represents a collaboration between the Department of Education, the Computers in Education Society of Ireland (CESI), the Professional Development Service for Teachers (PDST), the Irish Universities Association (IUA), higher education institutions, Ibec, the Technological Higher Education Association (THEA) and SOLAS.
The framework puts in place key actions to promote a broad take-up of the subject at both ordinary and higher level. There is a focus on actions to support greater female participation and greater participation amongst students who would not have traditionally considered subjects like Computer Science for the Leaving Certificate.
For schools who are considering the introduction of LCCS onto their curriculum an “Expression of Interest” process is currently being carried out by the Professional Development Service for Teachers (PDST) to ascertain teachers’ professional learning needs so as to support the effective delivery of the new subject in schools
All of these supports have been designed to ensure there is capacity within the system for long-term, sustainable growth of Leaving Certificate Computer Science.
286. Deputy Denis Naughten asked the Minister for Education when the former visiting teacher supporting primary school children with hearing impairments finished in their role with west team 1; when a replacement was appointed; the reason that parents or principals were not informed; when the voicemail recording on the visiting teacher’s phone was altered to reflect the change; the date on which both parents and teachers were informed of the new appointment and provided with contact details; the interim arrangements provided by her Department given that a number of these children had already had their hearing impairment misdiagnosed by the State; her views on whether this lack of communication is acceptable; her further views on whether this approach by her Department undermines previous assurances given by her Department to the parents of the children misdiagnosed by the State; and if she will make a statement on the matter. [5677/22]
View answer287. Deputy Denis Naughten asked the Minister for Education the guidance issued to schools and parents of children with hearing impairment following the decision to make mask wearing compulsory in primary schools; when this guidance was issued to schools and parents respectively; the date that the National Council for Special Education provided specific guidance to primary schools; and if she will make a statement on the matter. [5678/22]
View answer288. Deputy Denis Naughten asked the Minister for Education the specific formal training that visiting teachers for hearing impairment must complete in advance of taking up such a post; and if she will make a statement on the matter. [5679/22]
View answer290. Deputy Denis Naughten asked the Minister for Education the specific programs that the National Council for Special Education has or is putting in place for teachers of primary schoolchildren in mainstream classes with a hearing impairment such as incorporating more visual learning into the classroom; the number of complaints received by her Department and the NCSE respectively in relation to the current training provided; and if she will make a statement on the matter. [5681/22]
View answer291. Deputy Denis Naughten asked the Minister for Education the formal handover procedure when there is a change of visiting teacher for hearing impairment; the process of handing over case files; the process of informing parents; the process of informing schools and teachers; the NCSE policies in this area; the partnership policies the NCSE has in relation to correspondence with schools, audiologist, speech, and language, occupational therapists and parents on an ongoing basis; and if she will make a statement on the matter. [5682/22]
View answer292. Deputy Denis Naughten asked the Minister for Education the reason that the start of year and end of year assessment and team meeting and partnership is not made available for each child to help guide the teachers, parents and pupils; if she will review the availability of this material; and if she will make a statement on the matter. [5683/22]
View answer293. Deputy Denis Naughten asked the Minister for Education the policy regarding the visiting teacher for hearing impairment requesting access to pupils' individual education plan report in national school and the support plan at second level; the policy in relation to their input into these reports with a specific focus on learning difficulties due to hearing impairment; and if she will make a statement on the matter. [5684/22]
View answerI propose to take Questions Nos. 286, 287, 288, 290, 291, 292 and 293 together.
The management of visiting teachers transferred from the Department of Education to the National Council for Special Education (NCSE). The National Council for Special Education (NCSE) now has responsibility for coordinating and advising on the education provision for children nationwide.
Visiting teachers, for children who are deaf or hard of hearing, provide additional supports for such children, their families, and schools. As the visiting teacher service forms part of the National Council for Special Education (NCSE) Support Service for schools, the visiting teachers are now recruited, deployed and managed by the NCSE.
The matters raised by the Deputy are operational in nature, accordingly, I have referred the question, to the NCSE for their attention and direct reply to the Deputy.
289. Deputy Denis Naughten asked the Minister for Education the specific equipment used by her Department when completing acoustic assessments in a classroom; the formal training provided to personnel in advance of performing such an assessment; the reason that funding is not automatically provided for silencers for every primary school classroom in which there is a child with a diagnosed hearing impairment; and if she will make a statement on the matter. [5680/22]
View answerIn relation to the Deputy’s question concerning acoustic assessments and associated training, this is a matter for the National Council for Special Education (NCSE) which I have referred for direct reply.
Schools may utilise existing funding streams from the Department, such as the Minor Works Grant, to provide chair silencers, if these are recommended.
