Written Answers Nos. 259-269
259. Deputy Ivana Bacik asked the Minister for Education her views on the effect of the Covid-19 pandemic on student teachers; the way that she proposes to assist student teachers to cope with requests to substitute for permanent staff due to Covid-19 absences while balancing their studies; and if she will make a statement on the matter. [15598/22]
View answer260. Deputy Ivana Bacik asked the Minister for Education the steps that she is taking to ensure that student teachers are supported to continue substituting to cover for pandemic-related staff absences in schools; and if she plans to develop contingency plans or to alter regulations on substituting while on a period of school placement to accommodate such requests from schools. [15599/22]
View answerI propose to take Questions Nos. 259 and 260 together.
At the outset, I want to acknowledge the key role played by student teachers in supporting our schools throughout the Covid-19 pandemic, particularly in providing substitution cover. This support was vitally important to ensure that our schools remained open for pupils. I am conscious that, at the same time, so many aspects of the student teacher experience were altered by the pandemic.
Over the past two years, Education Stakeholders, including the Department of Education, Higher Education Institutions providing initial teacher education (ITE) and the Teaching Council, have sought to work together to maintain the integrity of the students’ ITE experiences and support students in satisfactorily completing their ITE programmes, while also meeting the challenges to the education system as a whole. In this context, a number of Guidance documents were developed and published, to provide information and clarity around aspects of ITE that were particularly impacted by Covid-19 and to set out the framework within which student teachers could facilitate additional substitute supply, as appropriate to their own circumstances.
In this regard, a framework for adapted School Placement arrangements was developed by the Department of Education and the Teaching Council, together with the relevant Initial Teacher Education (ITE) providers, in order to ensure that student teachers at primary level could continue to support schools during periods of planned school placement from the beginning of January up to the February mid-term break. During this period, student teachers continued to be located in their host school for school placement, but were also available to support other schools where required.
As the Deputy will be aware, the adapted School Placement arrangements were an exceptional measure introduced as part of a suite of measures to support schools to minimise the risk associated with COVID-19 in January and February, with the understanding that these would be unwound as soon as possible.
The Department understands that student teachers are now experiencing more typical School Placement arrangements, and associated assessments, which are a critical part of their ITE programmes. While the adapted School Placement arrangements are no longer in place, student teachers will, if they wish, still be able to support schools by providing substitution cover when they have availability outside of their ITE programme requirements. However, student teachers cannot be compelled to carry out substitution work and any substitution work carried out would be in a paid capacity.
Due to the exigencies of the public health emergency still posed by the spread of Covid-19, I have signed into force legislation which permits payment for periods of more than five consecutive school days to 3rd and 4th year student teachers, who satisfy the criteria to be eligible to apply to the Teaching Council for registration, pursuant to Route 5 of the Schedule to the Teaching Council (Registration) Regulations 2016.
This is a temporary and time limited amendment to Regulation 7 of the Education Act 1998 (Unregistered Persons) Regulations 2014 (S.I. No. 32 of 2014) which will expire on 30th June 2022. This amendment solely relates to this category of unregistered persons and the “5-day rule” remains in place in relation to the employment of all other unregistered persons in schools.
In addition, the Teaching Council is working to put processes and procedures in place to support the registration and vetting of 3rd and 4th year student teachers. This is expected to be in place before the end of this academic year.
Question No. 260 answered with Question No. 259
261. Deputy Brendan Griffin asked the Minister for Education if she will consider including a school (details supplied) to offer English classes for the refugees or provide assistance to enable same. [15602/22]
View answerI wish to thank the school for their offer of assistance. My Department is considering in close consultation with other relevant bodies and departments, particularly the Department of Further and Higher Education, Innovation and Science on active measures to support intensive English language learning for post-primary age children who may have very low levels of English proficiency so that they can be supported in fully accessing appropriate educational experiences. Further details will be made available as quickly as possible.
262. Deputy Jackie Cahill asked the Minister for Education the reason that a school (details supplied) was not included in the recent DEIS announcement; and if she will make a statement on the matter. [15611/22]
View answerI announced on 9 March, 2022 the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also mean a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend DEIS status to schools serving the highest proportions of pupils at risk of educational disadvantage.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
Schools that have not been included in the DEIS programme at this time will have an opportunity to have that decision reviewed. My Department will provide further information in the coming days on this appeals process on my Department’s website.
263. Deputy Jackie Cahill asked the Minister for Education if her attention has been drawn to the fact that no primary school in Thurles, County Tipperary has DEIS status and that other towns of comparable size have at least two schools with such status in the county; and if she will make a statement on the matter. [15612/22]
View answer264. Deputy Jackie Cahill asked the Minister for Education if she will address the anomaly that sees Thurles town, County Tipperary go without any school with DEIS status while other towns of comparable size in the county have at least two schools with DEIS status; and if she will make a statement on the matter. [15613/22]
View answerI propose to take Questions Nos. 263 and 264 together.
I announced on 9 March, 2022 the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also mean a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend DEIS status to schools serving the highest proportions of pupils at risk of educational disadvantage.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
Schools that have not been included in the DEIS programme at this time will have an opportunity to have that decision reviewed. My Department will provide further information in the coming days on this appeals process on my Department’s website.
265. Deputy Jackie Cahill asked the Minister for Education the reason that schools (details supplied) did not receive DEIS status despite the fact that all feeder schools in the town now have DEIS status; her views on whether this constitutes a need for such resources at second level; and if she will make a statement on the matter. [15614/22]
View answerI announced on 9 March, 2022 the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also mean a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend DEIS status to schools serving the highest proportions of pupils at risk of educational disadvantage.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
Schools that have not been included in the DEIS programme at this time will have an opportunity to have that decision reviewed. My Department will provide further information in the coming days on this appeals process on my Department’s website.
266. Deputy Jackie Cahill asked the Minister for Education the reason that a school (details supplied) did not receive DEIS status; the way that this decision can be appealed; and if she will make a statement on the matter. [15615/22]
View answerI announced on 9 March, 2022 the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also mean a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend DEIS status to schools serving the highest proportions of pupils at risk of educational disadvantage.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
Schools that have not been included in the DEIS programme at this time will have an opportunity to have that decision reviewed. My Department will provide further information in the coming days on this appeals process on my Department’s website.
267. Deputy Jackie Cahill asked the Minister for Education the reason that a school (details supplied) did not receive DEIS status; the way that this decision can be appealed; and if she will make a statement on the matter. [15616/22]
View answerI announced on 9 March, 2022 the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also mean a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend DEIS status to schools serving the highest proportions of pupils at risk of educational disadvantage.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
Schools that have not been included in the DEIS programme at this time will have an opportunity to have that decision reviewed. My Department will provide further information in the coming days on this appeals process on my Department’s website.
268. Deputy Réada Cronin asked the Minister for Education the plans that are in place to ensure that students attending SEN schools can sit the leaving certificate; and if she will make a statement on the matter. [15622/22]
View answer269. Deputy Réada Cronin asked the Minister for Education the way that her Department is assisting students of SEN schools to study the leaving certificate curriculum and sit the leaving certificate at examination; and if she will make a statement on the matter. [15623/22]
View answerI propose to take Questions Nos. 268 and 269 together.
The State Examinations Commission (SEC) provide a scheme of Reasonable Accommodations at the Certificate Examination (RACE Scheme) to support candidates who might have difficulty in access the examination due to their special educational needs.
The scheme provides accommodations for candidates with a complex variety of special educational needs, including learning difficulties as well as permanent or temporary physical, visual, hearing, medical, sensory, emotional, behavioural or other conditions.
The purpose of the scheme is to allow candidates who have special educational needs that interfere with their capacity to engage with the standard examination arrangements to demonstrate what they know and can do, without compromising the integrity of the assessment.
This involves such students being held to the same standard as other candidates with regard to what the examination is intended to measure. In common with similar schemes which operate in other jurisdictions, the focus of the RACE scheme is on the need to remove barriers to accessing the examinations, while retaining the need to assess the same underlying skills and competencies as are assessed for all other candidates, and to apply the same standards of achievement as apply to all other candidates.
Eligibility criteria apply to the various types of accommodations which can be approved under the scheme and accommodations are provided in accordance with the principles and requirements of the scheme.
The range of accommodations provided within the scheme has been designed to ensure fairness for all when facilitation candidates in demonstrating their level of achievement of the objectives of the course concerned.
Eligibility for reasonable accommodations is assessed based on level of need as evidenced by the student’s attainment in, for example, spelling and/or reading. There is no longer any need for a student to have a diagnosis of a specific learning difficulty to be eligible.
In 2019, the most recent year for which complete data is available, 23,041 reasonable accommodations were granted to 19,795 candidates (16% of the overall cohort) to facilitate their participation in the state examinations. This required the establishment of, 8,936 special examination centres.
