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Tuesday, 21 Jun 2022

Written Answers Nos. 574-587

National Educational Psychological Service

Questions (574)

Pat Buckley

Question:

574. Deputy Pat Buckley asked the Minister for Education if her Department has plans to increase NEPS services across the State and reinstate and expand the in-school and early years therapy support demonstration project; and if she will make a statement on the matter. [32532/22]

View answer

Written answers

My Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework where there is need via a NEPS psychologist.

Following the introduction of a new model of Special Education Teacher Allocation (SET model) to all Primary and Post Primary School in September 2017, additional supports for children with special educational needs are now embedded in all primary and post primary schools.  Schools allocate their Special Education Teaching and SNA supports based on need in the school setting, so that those with highest level of need can access the highest level of support within the school in a timely manner.  This replaced the previous model of support whereby children with more complex needs required a clinical diagnosis of a particular disorder in order to access Resource Teaching hours. The introduction of this new model means that pupils no longer have to have a psychological assessment, or a diagnosis of a disability, in order to access additional support in school.  Schools provide supports based on a Continuum of Support so that those with highest level of need can access the highest level of support within the school in a timely manner.

NEPS’ psychologist numbers currently stand at 224.52 whole-time equivalent (WTE) posts, having grown from a base of 173 in 2014.  Any further expansion of the NEPS service will be considered as part of the estimates process for 2023.

The School Inclusion Model (SIM) is based on policy advice from the National Council for Special Education 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. Its purpose is to help students achieve better outcomes. Independent evaluation is a central part of the project and the outcome will inform future policy on extending the SIM. The project includes a number of elements:

- Provision of in-school therapies (speech and language, occupational)

- Allocation of SNAs on a front-loaded basis

- Training of SNAs

A demonstration project to provide in-school and preschool therapy services took place over the course of the 2018/19 school year.

The project was developed by the Department, the Department of Children, Equality, Disability, Integration and Youth, Department of Health, and the Health Service Executive and managed and co-ordinated by the National Council for Special Education (NCSE).

The purpose of the project was to test a model of tailored therapeutic supports by providing speech and language and occupational therapy within ‘educational settings’. This innovative pilot complemented existing HSE funded provision of essential therapy services. 

The project took place in the Health Service Executive (HSE) Community Healthcare Organisation (CHO) 7 Region of South West Dublin, Kildare and West Wicklow. 75 schools (of which includes 22 schools that are in the DEIS programme), including a representative sample of primary, post-primary, and special schools took part. 75 preschool settings associated with primary schools participating in the project were included. In total 150 settings participated in the demonstration project.

Children who require speech and language therapy services on a one-to-one basis continue to access services from the Health Service Executive. The in-school therapy model was designed to supplement, not to replace existing services.

The aim of the Demonstration Project was to design a therapeutic support model for the school setting that would lead to better outcomes for the children.  It involved the development of a continuum of support, specialist, targeted and universal supports, in line with best practice for students.   

The project was evaluated over the course of the 2018/19 school year and this was positively evaluated.

In February 2019, the Government approved the trialling of the Model for the 2019/20 school year. Initially designed as a one year pilot involving up to 75 participating schools in the CH07 region, it was interrupted by Covid-19 with the closure of schools and the diversion of HSE therapists from the project to Covid-19 related work. It was then extended to the 2020/21 school year which has also been interrupted by Covid-19.

Progress has been made on aspects of the Model but much remains to be done in terms of in-school implementation and evaluation. 

The Pilot has now recommenced in CHO7 and therapists are working within these schools and are providing ongoing support on a responsive basis to deliver therapy-based strategies and tools. Overall there is good engagement by the schools in CHO7. Planning for an expansion is under way. The Department is consulting with relevant Departments including the Department of An Taoiseach, Department of Health and the Department of  Children, Equality, Disability, Integration and Youth.

Departmental Funding

Questions (575)

Pat Buckley

Question:

575. Deputy Pat Buckley asked the Minister for Education if her Department has plans to increase or fund an initial grant of €20 per pupil for onsite counselling services in primary and specials schools this year and will; and if she will make a statement on the matter. [32533/22]

View answer

Written answers

The provision of counselling and therapeutic services in Ireland for children and young people is led by the Department of Health, through HSE Primary Care Psychology for low to moderate mental health difficulties and Child and Adolescent Mental Health Services (CAMHS) for more severe mental health difficulties. My Department signposts schools and students to the HSE-funded mental health services. The Department of Education also has an important role to play in supporting the well-being and mental health of our young people. The Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting well-being in education.  It outlines a comprehensive, whole-school approach to the promotion of well-being and positive mental health. It focuses on the whole school community, as well as groups and individual young people with identified needs.  

The National Educational Psychological Service (NEPS) of the Department provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the well-being, academic, social and emotional development of all learners. NEPS provides its service to schools through casework and through support and development work for schools. This includes guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s well-being, social, emotional and academic development. Initiatives such as the Incredible Years Social Emotional learning Programmes and the FRIENDS Resilience Programmes. These programmes have been welcomed by schools and their impact positively evaluated. 

NEPS has developed a range of workshops on the promotion of well-being and resilience in schools which includes trauma informed approaches.  The approaches outlined in the workshops are based on research findings, on the experience of experts in their fields and on the experience of practising psychologists working in schools. The workshops are available to build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.  

I will continue to engage with my colleague Minister Butler who has responsibility for Mental Health to explore how to support the well-being and mental health of children and young people.

School Transport

Questions (576)

Joe O'Brien

Question:

576. Deputy Joe O'Brien asked the Minister for Education if her Department anticipates that the improved walking and cycling access to schools (details supplied) from Waterside along the reservation indicated in the Greater Dublin Area Cycle Network Plan will be available for students to use from the opening of the schools. [32547/22]

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Written answers

Planning permission for the Secondary School to which the Deputy refers has been granted and phase 1 of the building is currently under construction. It is anticipated that the school will occupy the building in late August. There is no building project under way or planned for the primary school to which the Deputy refers.

My Department will shortly be applying for a further planning permission to relocate ball courts on the secondary school site. As part of this process, the Local Authority has requested the introduction of a pedestrian and cycle path through the school site. Once planning permission is granted and works commence the installation of the pathway through the school site will be undertaken.

Any works related to footpaths and cycle paths outside of the school site fall under the remit of the local authority and are not a matter for my Department.

School Accommodation

Questions (577)

Michael Ring

Question:

577. Deputy Michael Ring asked the Minister for Education when an application under the additional accommodation scheme will be approved for a school (details supplied); and if she will make a statement on the matter. [32550/22]

View answer

Written answers

I can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation Scheme (ASA) from the school in question. 

The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.

Once the application has been assessed by my officials, the school authority will be contacted directly with a decision.

Schools Building Projects

Questions (578)

Jennifer Carroll MacNeill

Question:

578. Deputy Jennifer Carroll MacNeill asked the Minister for Education if work is under way on an interim site planning application for a school (details supplied) as a potential continency interim site for the school; and if she will make a statement on the matter. [32572/22]

View answer

Written answers

In reference to the interim site to which the deputy refers, work is under way and the Department will be making a Section 5 application to the relevant local authority this week.

Disadvantaged Status

Questions (579)

Denis Naughten

Question:

579. Deputy Denis Naughten asked the Minister for Education the current status of a DEIS appeal by a school (details supplied); and if she will make a statement on the matter. [32649/22]

View answer

Written answers

I announced on the 9th March that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. 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 who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data had the opportunity to have that outcome reviewed.

Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/

My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme and all appeals which were submitted to my Department are currently being processed.

When all appeals have been processed, schools will be informed in writing of the outcome of the appeal. It is my Department’s intention that schools will be provided with the outcome shortly to allow schools time to plan for the 2022/23 school year.

Education Policy

Questions (580)

Mick Barry

Question:

580. Deputy Mick Barry asked the Minister for Education further to Parliamentary Question No. 947 of 14 June 2022, if the State gives support for children to learn and develop their language skills in their first language and not just assistance with English; if this is not provided, if he will consider this is provided given the large numbers of children in the State of various backgrounds that have languages other than English or Irish as their first language or are being reared bilingually, and the importance of education in the basics of their first language; and if she will make a statement on the matter. [32666/22]

View answer

Written answers

As provided in response to Parliamentary Question No. 947, the Department provides support to heritage language speakers at Primary level including:

- through the primary languages curriculum which provides for a diversity of languages spoken in our primary schools

- through "Say Yes to Languages", the primary languages sampler module

All Primary schools in the country have been provided with guidelines to specifically support them with including the home languages of pupils with home languages other than the languages of schooling in the activities of the classroom, and to develop pupils’ intercultural learning. ppli.ie/ppli-primary-guidelines/

In addition to the above, a funding scheme is provided annually for schools (Primary and Post-Primary) to provide support for pupils and students in their home languages. This is provided on the basis that pupils and students can benefit from books in their own language as this supports their literacy, identity and heritage School Library Funding Scheme 2022 | Languages Connect

At Post-Primary level, Summer camps that are funded under Languages Connect are currently running in a number of locations. See Heritage Language Summer Camps | Languages Connect The opportunity to apply for funding was widely publicised among embassies and communities representing the most widely spoken heritage languages and among the universities targeting the lesser taught curricular languages.

Classes are provided by Post Primary Languages Ireland (PPLI) at no cost to the student on Saturdays for heritage speakers attending post-primary schools. These include Polish, Lithuanian, Portuguese and Romanian and funding is also provided to the Latvian community to provide same.

PPLI provide ex-quota teachers to post-primary schools interested in supporting speakers of new and lesser taught curricular languages, and the Department of Education provide incentivisation to schools to offer classes to their students in home languages by way of an additional allocation scheme.

Approximately 1,250 students are sitting Leaving Certificate curricular exams for the first time this year in Mandarin Chinese as an ab initio language and Lithuanian, Polish and Portuguese as heritage languages.

PPLI is fully funded by the Department of Education to implement a range of actions in the Languages Connect strategy. 

Departmental Meetings

Questions (581)

Duncan Smith

Question:

581. Deputy Duncan Smith asked the Minister for Education further to Parliamentary Question No. 88 of 12 May 2022, if she will provide on update on the meeting between her Department and the DDLETB due to take place in mid May; if she will provide details of what was discussed at said meeting and the outcome of same; and if she will make a statement on the matter. [32686/22]

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Written answers

As the Deputy is aware responsibility for delivering a major project for the school in question has been devolved to Dublin and Dún Laoghaire Education & Training Board (DDLETB). The Department of Education originally approved (in 2012) the construction of a standalone extension of just over 4,000 m2 in area to include a 2-classroom Special Education needs base. Some works to the existing building were also included in this approval.

A number of significant issues have unfortunately arisen, including delays in obtaining statutory consents from the local authority and delays to the finalisation of the detailed design process for the project as it was originally approved. The project was brought to Stage 2B. However, at that point it was agreed between DDLETB and the Department to proceed with an alternative proposal for the progression of the project as set out by DDLETB. This alternative involves the demolition and replacement of the existing building but also allows the provision of accommodation for another school on the site.

Based on a report provided by DDLETB, it was agreed in late 2020 following meetings between the Department and DDLETB that the project should be redesigned on that basis. The Department has been reviewing next steps in the progression of the project in the meantime. This review is now completed. The Department is now in a position to instruct DDLETB’s design team to develop a master plan for the school in question and a second 1,000 pupil post primary school on the same site. The master plan can develop the initial project in line with the DDLETB proposals previously advised in that respect and provide a footprint for a second school based on a standard 1,000 pupil Schedule of Accommodation.

If the master plan demonstrates that this proposal is feasible, it is then anticipated that the project will progress on that basis. DDLETB can then be expected to proceed with the appointment of a Design Team to progress the redesign of the buildings, obtain the necessary statutory planning permissions and move the project onward to construction in due course.

As the project is at an early stage in the delivery process, it is not possible at this time to give a date for completion.

Pending completion of the main building project, the Department has approved the provision of a Home Economics Room, an Art Room, and a Toilet Block through the Department’s Framework of Modular Accommodation Providers. This project is currently under way and is anticipated to be in situ for September 2022. The school has put contingency arrangements in place to make best use of existing accommodation until the modular accommodation is ready to be occupied.

Schools Building Projects

Questions (582)

Duncan Smith

Question:

582. Deputy Duncan Smith asked the Minister for Education if she will clarify what is planned for a school (details supplied); if it is a new build or refurbishment and if she will ensure that previous replies to parliamentary questions do not confuse plans for the school with previous designs for a different school which was temporarily accommodated on that site; and if she will make a statement on the matter. [32687/22]

View answer

Written answers

As the Deputy is aware responsibility for delivering a major project for the school in question has been devolved to Dublin and Dún Laoghaire Education & Training Board (DDLETB). The Department of Education originally approved (in 2012) the construction of a standalone extension of just over 4,000 m2 in area to include a 2-classroom Special Education needs base. Some works to the existing building were also included in this approval.

A number of significant issues have unfortunately arisen, including delays in obtaining statutory consents from the local authority and delays to the finalisation of the detailed design process for the project as it was originally approved. The project was brought to Stage 2B. However, at that point it was agreed between DDLETB and the Department to proceed with an alternative proposal for the progression of the project as set out by DDLETB. This alternative involves the demolition and replacement of the existing building but also allows the provision of accommodation for another school on the site.

Based on a report provided by DDLETB, it was agreed in late 2020 following meetings between the Department and DDLETB that the project should be redesigned on that basis. The Department has been reviewing next steps in the progression of the project in the meantime. This review is now completed. The Department is now in a position to instruct DDLETB’s design team to develop a master plan for the school in question and a second 1,000 pupil post primary school on the same site. The master plan can develop the initial project in line with the DDLETB proposals previously advised in that respect and provide a footprint for a second school based on a standard 1,000 pupil Schedule of Accommodation.

If the master plan demonstrates that this proposal is feasible, it is then anticipated that the project will progress on that basis. DDLETB can then be expected to proceed with the appointment of a Design Team to progress the redesign of the buildings, obtain the necessary statutory planning permissions and move the project onward to construction in due course.

As the project is at an early stage in the delivery process, it is not possible at this time to give a date for completion.

Pending completion of the main building project, the Department has approved the provision of a Home Economics Room, an Art Room, and a Toilet Block through the Department’s Framework of Modular Accommodation Providers. This project is currently under way and is anticipated to be in situ for September 2022. The school has put contingency arrangements in place to make best use of existing accommodation until the modular accommodation is ready to be occupied.

State Examinations

Questions (583)

Alan Dillon

Question:

583. Deputy Alan Dillon asked the Minister for Education if she will address the concerns that teachers and students have in relation to the many changes to the Junior Certificate Irish syllabus which is impacting the teaching and learning experience in Irish classrooms causing enormous stress and anxiety to students; and if she will make a statement on the matter. [32749/22]

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Written answers

Following extensive stakeholder consultation, new L1 and L2 specifications for Junior Cycle Irish were introduced in September 2017. Due the disruption to learning and cancellation of the summer 2020 and 2021 Junior Cycle examinations as a result of the Covid-19 pandemic it was not possible for students to engage with the final assessment component which is set by the State Examinations Commission until this year. The cohort of students currently taking Junior Cycle examinations are therefore the first to have engaged with the full range of learning and assessment experiences in line with the specifications for Junior Cycle Irish. 

As part of the ongoing cycle of curriculum redevelopment, the NCCA reviews the enactment of subject specifications by conducting interim reviews once each subject specification has been experienced across the three-year span of their Junior Cycle. The purpose of such reviews is to capture feedback from teachers, students and stakeholders on their experiences of the new specifications. In February 2021, the NCCA opened a public consultation on draft L1 and L2 specifications for Leaving Certificate (established) Irish. In response to subsequent stakeholder requests, the NCCA extended the timeline for this consultation and also undertook to conduct and early enactment review of the specifications for Junior Cycle Irish. Accordingly, the NCCA commissioned Dublin City University to conduct this review which I am advised is expected to be completed later this year. The draft report, will in due course, be presented to NCCA Council for consideration.

School Staff

Questions (584)

Éamon Ó Cuív

Question:

584. Deputy Éamon Ó Cuív asked the Minister for Education the reason that the rule in relation to teachers on career breaks doing unlimited hours of substitution teaching in the coming school year has been changed; if it is intended to review this decision if there is a shortage of substitute teachers available during the coming school year; the maximum number of substitute hours that will be allowed during the coming year; and if she will make a statement on the matter. [32762/22]

View answer

Written answers

The terms and conditions of the Career Break Scheme for teachers are contained in my Department’s Circular Letter 54/2019 (Chapter 7). A Career Break is a period of unpaid special leave for not less than 1 school year. It may be extended on an annual basis provided the total period of the Career Break does not exceed 5 years at any one time, subject to an overall maximum of 10 years absence during a teacher’s career.

Under the Career Break Scheme, a teacher may not be employed in an approved teaching or special needs assistant post funded by monies provided by the Oireachtas.  However, in exceptional circumstances, an employer may appoint a qualified teacher on Career Break for substitute teaching purposes subject to a maximum of (a) 90 days in a school year at primary level and (b) 300 hours in a school year at post primary level.

The aforementioned substitute teaching restrictions were suspended in the 2021/22 school year and previous school years in response to issues raised in relation to teacher supply. Information Note TC 0015/2021 titled ’Temporary changes to the Career Break Scheme for Registered Teachers employed in Recognised Primary and Post Primary Schools-2021/22  School Year’ published in June 2021, informed employers and teachers of the temporary change to the Career Break Scheme for the 2021/22 school year.  As stated in the Information Note, this is a temporary change and will cease at the end of the 2021/2022 school year. 

My Department’s Circular Letter 0038/2022, paragraph 6.1.1 (b) states the normal terms and conditions of the Career Break Scheme will apply for the 2022/23 school year as follows:

(b) Career Break Scheme for teachers.

The temporary arrangement to the Career Break Scheme under Information Note TC 0015/2021, permitting a teacher on Career Break to carry out unlimited substitute work, will cease at the end of the 2021/22 school year. Therefore, the normal terms and conditions of the Career Break Scheme (paragraph 8) under Circular 54/2019 will apply for the 2022/23 school year where limited substitute work is permitted. 

The Department of Expenditure and Public Reform determines the terms and conditions of the Career Break Scheme for public servants, which includes teachers.

Under Section 24 of the Education Act 1998, the Minister for Education, with the concurrence of the Minister for Public Expenditure & Reform (DPER), is authorised to determine the terms and conditions of employment for teachers employed in approved teaching posts funded by monies provided by the Oireachtas. The Teachers Conciliation Council (TCC) forms part of the Scheme of Conciliation and Arbitration for Teachers, the purpose of which is to provide a forum for claims and proposals relating to the salary, and other terms & conditions of service for teachers. The Council is comprised of representatives from the Teacher Unions, the School Management Bodies, the Department of Public Expenditure and Reform, and the Department of Education. The TCC is independently chaired by an official of the Workplace Relations Commission. The terms and conditions of teachers employed in State funded teaching posts are formulated at TCC and are of general application to all teachers appointed to such posts. The Career Break Scheme exists by virtue of a collective agreement, concluded under the auspices of the TCC.

My Department will keep the position under review in the 2022/23 school year, having regard to the recruitment of substitute teachers.

Legislative Reviews

Questions (585)

Gary Gannon

Question:

585. Deputy Gary Gannon asked the Minister for Education if Part 2 of the Disability Act 2005, having regard to the Education for Persons with Special Educational Needs Act 2004 will be included in the review currently under way; if not, the reason for its exclusion; and if she will make a statement on the matter. [32817/22]

View answer

Written answers

I can confirm for the Deputy that responsibility for the implementation of the Education for Persons with Special Education Needs Act, 2004 (EPSEN) falls within my Department's remit, whereas responsibility for the implementation of the Disability Act 2005 is under the remit of my colleagues, The Minister for Health, and the Minister of State at the Department of Children, Equality, Disability, Integration and Youth. Nominees from both of these Departments are members of the Steering and Working Groups for the review of EPSEN. 

As announced in December 2021, I have sought a review of the Education for Persons with Special Educational Needs Act, 2004, which provides for the education of children aged under 18 years with special educational needs. The EPSEN Act 2004, is now in place for more than 18 years and there have been many significant changes and developments to policy relating to the education of children with special needs in that time.  

The purpose of the review is to ensure that legislation on education for students with additional needs is up-to-date, fully operational, and reflective of the lived experiences of students and families.

A number of steps have been taken by my Department in relation to this important review of legislation. Establishment of a Steering Group, Working Group and Advisory Group have been completed and the all groups have held initial meetings. A full stakeholder engagement is occurring today (21st of June) to discuss concerns and proposals in relation to this review. Progress has been made in relation to a public survey and focus groups that shall also be an important part of this review. Open collaboration and consultation will be at the heart of the review and all stakeholders will be invited to engage with the process.

It is envisaged that the full review will be completed by early 2023.

The Government is committed to ensure that every child receives an education to help him/her achieve his/her potential.  To this end, the state has made very significant investment in a range of education supports for these children.  The state has also put in place a comprehensive legislative framework to protect and support the educational rights of these children and their families.

I wish to assure the Deputy that the purpose of the review is to provide assurance that there is an adequate legislative basis for the educational provision, both current and planned, for children with special educational needs in order to protect the interests of the children concerned and their families and those of the state.

Education Welfare Service

Questions (586)

Gary Gannon

Question:

586. Deputy Gary Gannon asked the Minister for Education the number of notifications made to the Tusla Educational Welfare Support Service in relation to the use of reduced timetables for the current academic year; the number of reduced timetables used for children with special educational needs or disability; and the number of reduced timetables used for children with a Traveller or Roma heritage; and if she will make a statement on the matter. [32818/22]

View answer

Written answers

A commitment was made under the Programme for Government to ensure robust data collection on the use of reduced school days and to further ensure that they are only used in a manner that is limited, appropriate and absolutely necessary.

My Department issued guidelines to schools on reduced school days in September 2021 which came into effect from 1st January 2022. My Department is working closely with Tusla Education Support Service and the National Council for Special Education to ensure that all students are supported to the greatest extent possible to attend for the full school day.

Tusla Education Support Service are tasked with gathering data from schools in relation to the use of reduced school days. It is my intention to publish this data in the near future and details will be on my Department's website. 

School Curriculum

Questions (587)

Gary Gannon

Question:

587. Deputy Gary Gannon asked the Minister for Education the way that her Department has acted on a report (details supplied) specifically in relation to the merit in a policy providing enhanced opportunities for career guidance training for teachers in special needs schools and in enhancing the access of such schools to wider career guidance supports; and if she will make a statement on the matter. [32819/22]

View answer

Written answers

I can advise the Deputy that the Indecon report on career guidance tools and information was published in 2019.  Since then, the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS) has been established and both it and the Department of Education have been dealing with the impact of Covid-19, so work on implementation of the recommendations set out in the Indecon report was delayed.

Nevertheless, much work has been done by both the Department of Education and DFHERIS.  In early 2022, I established a National Policy Group for lifelong guidance to develop a coherent strategic framework for lifelong guidance as recommended by Indecon.  The National Policy Group comprises my Department, DFHERIS the Department of Children, Equality, Disability, Integration and Youth, The Department of Social Protection and the Department of Enterprise, Trade and Employment.  The Department of Education has also established a working group which is currently considering the key priority areas and objectives for a strategic framework. 

As part of this work, the Department of Education is looking at the recommendations in Indecon in relation to inclusion.  Under Action 1.5 in the Comprehensive Employment Strategy, the Department has already committed to ensuring that all students with disabilities have access to guidance counselling reflective of their needs from 2025.  The Department has also committed to undertaking a review of the current provision of Guidance for learners in special schools and to undertake a review of current  training for guidance counsellors to ensure they are equipped to provide guidance for all learners in the school sector.

The Department is currently  progressing a project in support of the Comprehensive Employment Strategy (CES) for people with disabilities. The project focuses on transitions from school for young people with complex needs.  The aim of the project is to develop and demonstrate an approach to transitions for young people with disabilities to improve access to, and opportunities for, post-school options.

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