Marc Ó Cathasaigh
Question:538. Deputy Marc Ó Cathasaigh asked the Minister for Education her plans for the expansion of a school (details supplied); and if she will make a statement on the matter. [54406/22]
View answerSchools Building Projects
Questions (538)
Written answers
I wish to advise the Deputy, that approval was given under the Additional School Accommodation (ASA) Scheme in 2018, to provide a 1 x 80m2 mainstream classroom and 1 x 15m2 SET room, to the school authority in question. This project has been devolved to the school for delivery.
I can also confirm that my officials are engaged in ongoing negotiations relating to the purchase of additional lands adjacent to the school in question. My officials will remain in touch with the school authorities in relation to this matter.
Disadvantaged Status
Questions (539)
Eoin Ó Broin
Question:539. Deputy Eoin Ó Broin asked the Minister for Education if her Department will undertake a review of the assessment for DEIS to take into account demographic changes, particularly changes in areas where housing was traditionally owner-occupied but is increasingly rented with State support. [54420/22]
View answerWritten answers
In March I was glad to be able to announce a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme which means that, for the first time since 2017, the programme is being significantly expanded and eligible schools will now gain access to targeted supports to address educational disadvantage. This will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to in the region of €180million.
The extension of the DEIS programme to additional schools follows an extensive body of work which has been undertaken by the DEIS technical group in relation to the development of a model to identify the concentrated levels of disadvantage of schools. The DEIS identification process under DEIS Plan 2017, is based on an objective, statistics-based model to determine which schools merit inclusion in the programme. An extensive body of work was undertaken by the DEIS technical group in relation to enhancing and refining the DEIS identification model.
The key data sources used in the DEIS identification process are the Department of Education (DE) Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas, which is a method of measuring the relative affluence or disadvantage of a particular geographical area. The model takes into account the student cohort and the relative disadvantage within a given school. The DEIS identification model took 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.
A detailed paper on the refined DEIS identification model is available on gov.ie at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/#how-schools-were-selected-for-inclusion-in-deis.
Schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this and recognising the need to target resources to those schools that need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders.
In addition to this, following the National Census 2022 held on the 3rd April, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
Schools Administration
Questions (540)
Eoin Ó Broin
Question:540. Deputy Eoin Ó Broin asked the Minister for Education if her Department intends to provide administrative support to schools; and if she will make a statement on the matter. [54421/22]
View answerWritten answers
Funding to cater for secretarial services is made available by my Department under two separate schemes. One is the 1978/79 scheme under which school secretaries are paid directly through the payroll operated by my Department. This scheme is being phased out as posts become vacant and no new posts are being created.
The second is the capitation grant scheme towards the funding of ancillary services in schools. Within the grant programme, the level and extent of services provided is a matter for the school authorities who, through the discretion afforded by the scheme, apply their own arrangements for secretarial services as resources permit.
The amount paid to an individual school is determined by the school’s enrolment.
Further information is available in the relevant circulars on my Departments website at the links below.
Primary capitation grant circular 0038/2020 gov.ie - Revision of Capitation Grant Rates for recognised Primary Schools in 2020 (www.gov.ie).
Primary ancillary services Circular 0017/2021 gov.ie - Revision of Grant Rates in 2021 for Boards of Management of Recognised Primary Schools or by ETBs in Community National Schools using Ancillary Services Grant funding (www.gov.ie).
Voluntary Secondary schools capitation grant 0052/2020 gov.ie - Revision of Capitation Grant Rates for Voluntary Secondary Schools in the Free Education Scheme (www.gov.ie).
In addition, my Department also provides funding to Education and Training Boards (ETBs) for secretarial staff in schools as well as their Head Office that provides administrative support to schools.
Teacher Training
Questions (541)
Eoin Ó Broin
Question:541. Deputy Eoin Ó Broin asked the Minister for Education the reason that the MA programme for teachers was increased to two years; if this is having an impact on recruitment of teachers; and if she will make a statement on the matter. [54422/22]
View answerWritten answers
Changes to the duration and content of all initial teacher education (ITE) programmes were made in response to recommendations in the National Strategy to Improve Literacy and Numeracy among children and Young People 2011-2020 and were incorporated into the Teaching Council’s Policy Paper on the Continuum of Teacher Education and Criteria and Guidelines for Programme Providers. The changes made to post graduate ITE programmes included the reconfiguration of their content and an increase in their duration to two years.
The lengthened and reconfigured programmes include substantial periods of school placement as central to student teacher development and a number of mandatory elements including:
- literacy and numeracy,
- adolescent learning and teaching,
- learning and assessment including school and classroom planning, differentiation, behaviour management, inclusive education (special education, multiculturalism, disadvantage, etc) and
- ICT in teaching and learning.
These reforms are focused on improving the quality of teaching in our schools, which is central to the educational outcomes of our children.
The changes made to the content and duration of the ITE programmes for primary and post primary teaching are in line with the aims of the National Literacy and Numeracy Strategy and aim to ensure that newly qualified teachers are better equipped for the needs of modern day classroom.
It is acknowledged that there are challenges around the recruitment of teachers at present. However, programmes of initial teacher education remain oversubscribed and the change to the programme duration has not resulted in a lesser annual throughput of teachers through this route. There are no plans to reduce the current duration of the postgraduate ITE programmes to one year.
Education Policy
Questions (542, 543)
Eoin Ó Broin
Question:542. Deputy Eoin Ó Broin asked the Minister for Education if there is a limit on the number of educational assessments made available to students in schools on an annual basis; and if so, the way in which the assessments are allocated. [54423/22]
View answerEoin Ó Broin
Question:543. Deputy Eoin Ó Broin asked the Minister for Education if her Department has plans to increase the provision of educational assessments for students, in order to ensure that there are assessments available to all who require one. [54424/22]
View answerWritten answers
I propose to take Questions Nos. 542 and 543 together.
The National Educational Psychological Service (NEPS) of my Department provides a school-based psychological service to all recognised primary and post-primary schools through the application of psychological theory and practice to support the well-being, and the academic, social and emotional development of all learners.
The NEPS service provides access for all schools to:
- Psychological support in the event of a Critical Incident
- A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
- A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
- Ongoing access to advice and support for schools.
NEPS, in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Where reasonable progress is not made, following a school's best efforts in consultation with NEPS, a psychologist will become involved with an individual child for intensive intervention or assessment.
This overall approach allows psychologists to give early attention to urgent individual cases and, through supporting school staff, to benefit many more children than could be seen individually.
In 2021 the NEPS casework service extended to over 8,500 students. Additionally, under the Scheme for Commissioning Psychological Assessments (SCPA) process, private psychologists provided assessment to schools for over 900 students. Furthermore, the NEPS Support and Development service reaches an estimated 25,000 teachers annually.
Question No. 543 answered with Question No. 542.
Education Policy
Questions (544)
Eoin Ó Broin
Question:544. Deputy Eoin Ó Broin asked the Minister for Education if her attention has been drawn to the increased use of electronic cigarette products among children, particularly those of secondary school age, and the prevalence of these products in schools around the country; and if her Department intends to address the issue. [54425/22]
View answerWritten answers
The Department of Education does not have responsibility for the licensing or sale of electronic tobacco products.
Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues, including drugs, alcohol and gambling. This is mainly done through the Social Personal and Health Education (SPHE) programme, which has a specific module on the use and misuse of a range of substances.
SPHE is mandatory in all primary schools as well as in junior cycle. It also forms part of the new mandatory ‘Well-being’ component of junior cycle. Schools are also encouraged to deliver the new SPHE programme in the senior cycle.
The SPHE course covers student decision-making skills and safety and protection. Students learn how to exercise judgement, weigh up different possibilities, examine the steps and choices that guide them towards considered decision-making, begin to understand their own rights and the rights of others, and explore decision-making. In respect of safety, students’ ability to assess the consequences of risky behaviour is developed.
The SPHE curriculum is currently being redeveloped at all stages. Further details, including details relating to consultation processes, are available on NCCA.ie.
Special Educational Needs
Questions (545)
Eoin Ó Broin
Question:545. Deputy Eoin Ó Broin asked the Minister for Education if she will provide an update on the funding request for an autism unit for a school (details supplied). [54426/22]
View answerWritten answers
I can confirm to the Deputy, that my Department is not in receipt of an application for funding under the Additional School Accommodation (ASA) Scheme, from the school in question.
It is open to the school authorities to submit an application for assessment and my officials have sent the necessary forms and information to the school to do so.
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.
Schools Building Projects
Questions (546)
Eoin Ó Broin
Question:546. Deputy Eoin Ó Broin asked the Minister for Education if she will provide an update on the status of a capital project for a school (details supplied); and if she will provide a timeline for the commencement and completion of works. [54427/22]
View answerWritten answers
I am pleased to inform the Deputy that funding was approved under the Department's Additional School Accommodation (ASA) Scheme to enable the school in question to build 2 General classrooms, 2 Standard WC’s, 1 x WC for Assisted Users & 1 SET room & (Prefab Replacement) Replace 2 General Classroom temporary units with 2 General classrooms & 2 Standard WC’s.
This project was recently approved to proceed to tender stage by my Department. Following the tender process, the project will be in a position to commence on site. The project has been devolved for delivery to the school authority.
Special Educational Needs
Questions (547)
Mattie McGrath
Question:547. Deputy Mattie McGrath asked the Minister for Education the additional resources that will be provided to schools following the recent announcement that the NCSE would be nominating an 'appropriate person’ to carry out an assessment of educational needs on behalf of the HSE under the AON process; the appropriate qualifications required to carry out an assessment of educational needs on behalf of the HSE; the way in which the statutory duty of the NCSE can be passed onto school principals; if this new policy takes account of the High Court judgement on the child’s rights to an assessment of needs; and if she will make a statement on the matter. [54442/22]
View answerWritten answers
The Assessment of Need (AON) process is provided for under the Disability Act 2005. Assessment Officers under the remit of the HSE are charged with organising the Assessment of Need. The Assessment Officer makes the determination as to whether or not a child or young person meets the definition of disability contained in the Act and the HSE Assessment Officer coordinates and completes the Assessment Report.
Following on from a court ruling in October 2021 there is now a legal obligation on the education system to assist the HSE as part of the HSE’s Assessment of Need Process (AON).
The Department of Education and NCSE have worked intensively to ensure the process put in place adheres to legal obligations arising from the HSE’s AON process and is one that is rooted in existing good practice in schools. Under the Disability Act (2005) the NCSE is obliged to nominate a person with appropriate expertise to assist in the education assessment process.
Where the child is enrolled in a school the Education of Persons with Special Education Needs Act (EPSEN) 2004 names the principal as the person the NCSE should contact.
It is important to note that the educational component of the AON process refers to assessment of education needs. Assessment in education is an everyday practice in schools which results in the identification of a child’s education need and the measures required to address these needs.
Identification of education needs, therefore, is central to the way schools operate. Schools provide for the inclusion and participation of all students and provide an education which is appropriate to a student’s abilities and needs.
In that regard, it is important to note that schools routinely identify students’ needs. This is embedded in school practice. This aligns with the obligations on schools arising from the Education Act 1998. They use a range of assessment practices as part of the Continuum of Support process. The Continuum of Support framework enables the school to identify, address and review progress in meeting the academic, social and emotional needs of the pupil, as well as physical, sensory, language and communication needs.
Schools have been provided with a range of resources to ensure that the education needs of all students, including those with a disability or other special education needs, are identified and supported. The Department of Education issued Guidelines for Primary and Post Primary schools (2017) as to how they should identify and provide for the special education and learning needs of students.
Information derived from the schools’ assessments in education are recorded in a ‘Student Support File’. In line with best educational practice, the Student Support file details a student’s education needs as identified by the school. The information contained in the Student Support File is used in completing the educational component of the AON form which is returned to the HSE via the NCSE.
The Department of Education and the NCSE are conscious of the workload on schools and on school leaders and, in that regard, an extensive consultation process on the educational component of the AON was undertaken prior to its introduction. This process involved schools, advocacy groups, management bodies and unions. The Department of Education and the NCSE worked with a small number of schools on a draft of the documents required as part of the HSE’s AON process. The schools provided valuable feedback on the form and guidance documents which was used to inform the documents which have been issued to schools.
The Department of Education and the NCSE have put in place a suite of supports to assist schools in completing the educational component of the HSE’s AON process. These include:
- Detailed guidance,
- Short video for use by schools setting how to comply with the process,
- Email support,
- Dedicated support line – this line is staffed by education professionals who will assist schools in completing the process.
I think it is important to note that this remains a HSE process. The information retained in schools on a student’s education needs, are transferred into a Report Form that will be returned to the HSE to feed into the overall AON process. The education system is assisting the HSE on the educational component only, as part of the HSE’s Assessment of Need Process (AON).
On foot of ongoing engagement the Department and NCSE advised stakeholders last week (27th October) that the trialling process which began earlier this year would continue for the educational component of assessment of need (AON) process which is currently taking place at school level. As is the case of any measure required to comply with legal obligations, the Department engaged with the unions, management bodies and a number of schools prior to the introduction of the trial AON process in schools. Engagement occurred in June to inform unions and management bodies of this process and continued with feedback on the trialling process to stakeholders in September. The Department is committed to ongoing engagement on this process.
This trialling is being led by NCSE and supported by the Department’s Inspectorate and the National Educational Psychological Service (NEPS). The Department and NCSE are satisfied that the information provided as a result of this engagement will meet the requirements as set out in the AON process.
Work will continue with stakeholders to finalise an education focused AON process.
Special Educational Needs
Questions (548)
Seán Sherlock
Question:548. Deputy Sean Sherlock asked the Minister for Education if she has projected demographics of children with additional educational needs for the north Cork area for each of the years 2023 to 2025, in tabular form. [54457/22]
View answerWritten answers
I would like to thank the Deputy for the question and would like to advise the following:
The NCSE have current data on students attending Special Classes and Special Schools for the area but data relating to future planning for each school’s projected needs would be held locally at the school level.
If there is data that relates to projected demographics of specific diagnoses this may be held by the HSE.
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
For 2023, this spend will be substantially increased by over 10%, meaning that for 2023 my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2022, funding for an additional 980 teachers and 1,165 special needs assistants was provided. For 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
My Department and the NCSE continue to work very closely in planning for the delivery of new places required to meet forecasted demand.
I am satisfied that this approach is delivering. We have seen 393 new special classes open, bringing the total of special classes to 2,545 opened nationwide for the 2022/23 school-year. The 393 new special classes for 2022/23 is broken down by 260 at primary level and 133 at post primary level.
For 2023, a further 370 special classes will open, taking the total number of special classes to over 2,900 in 2023.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie.
NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe
It is of course open to any school to engage with the NCSE to establish a special class.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
Schools Building Projects
Questions (549)
Aodhán Ó Ríordáin
Question:549. Deputy Aodhán Ó Ríordáin asked the Minister for Education the status of the land next to Clongriffin DART station, which is earmarked as a school site; and the current plans, if any, for a school at that site. [54469/22]
View answerWritten answers
My Department officials could not identify a Minister owned site from the details provided by the Deputy.
If the Deputy can contact my Forward Planning & Sites Acquisitions section directly with the relevant information they may be able to identify the site referred to and assist.
Grant Payments
Questions (550)
Jackie Cahill
Question:550. Deputy Jackie Cahill asked the Minister for Education the status of a remote area grant application of a family (details supplied) outstanding for the past two years; and if she will make a statement on the matter. [54471/22]
View answerWritten answers
School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
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.
Under the terms of my Department’s Post Primary School Transport Scheme, children are eligible for transport where they reside not less than 4.8kms from their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are not eligible for school transport may apply for transport on a concessionary basis in accordance with the terms of the Post Primary School Transport Scheme and subject to a number of terms and conditions.
Any remaining seats left after eligible children are accommodated are allocated to concessionary children in the usual way. Where the number of applications for transport on a concessionary basis exceeds the number of seats available, Bus Éireann will determine the allocation of the tickets using a digital random selection process.
Bus Éireann has advised that the children referred are not attending their nearest post primary school/centre and are therefore not eligible under the terms of the scheme.
Bus Éireann has further advised that the children were issued concessionary tickets on a school transport service for the 2022/23 school year.
Question No. 551 answered with Question No. 512.
School Transport
Questions (552)
Martin Browne
Question:552. Deputy Martin Browne asked the Minister for Education the alternative bus transport services that are available for pupils (details supplied) who have been left without a bus service to their school due to the discontinuation of a private service; and his views on the fact that it is now costing the family €400 a month to drive the pupils to school instead. [54515/22]
View answerWritten answers
School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
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.
Under the terms of my Department’s School Transport Scheme, children are eligible for transport where they reside not less than 3.2kms at primary and 4.8kms at post-primary and are attending their nearest School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time are accommodated on school transport services where such services are in operation.
The closing date for receipt of applications for the 2022/2023 School Year was 29th April 2022.
Bus Éireann has advised that the family referred to by the Deputy are eligible for school transport, however there is no service available from where these pupils reside to the schools they are attending.
Children who are eligible for school transport but for whom no service is available may be offered the Remote Area Grant towards the cost of making private transport arrangements. The Remote Area Grant is also payable for eligible children who may have to travel 3.2kms or more to or from a designated pick up/set down point.
Grants are paid at the end of the school year, and School Transport Section of my Department will liaise with the family referred with regard to this matter.
School Staff
Questions (553)
Catherine Murphy
Question:553. Deputy Catherine Murphy asked the Minister for Education further to Parliamentary Question No. 444 of 11 October 2022, the number of teaching posts that are vacant as of today's date (details supplied). [54523/22]
View answerWritten answers
Schools continue to submit appointment forms to fill these positions and the up-to-date position will be available in approximately two weeks.
Special Educational Needs
Questions (554)
Gary Gannon
Question:554. Deputy Gary Gannon asked the Minister for Education the roles that SENO and NEPS have regarding the new guidelines for assessments of needs. [54526/22]
View answerWritten answers
Following on from a court ruling in October 2021 there is now a legal obligation on the education system to assist the HSE as part of the HSE’s Assessment of Need Process (AON).
The Department of Education and NCSE have worked intensively to ensure the process put in place adheres to legal obligations arising from the HSE’s AON process and is one that is rooted in existing good practice in schools.
It is important to note that the educational component of the AON process refers to assessment of education needs. Assessment in education is an everyday practice in schools which results in the identification of a child’s education need and the measures required to address these needs.
Identification of education needs, therefore, is central to the way schools operate. Schools provide for the inclusion and participation of all students and provide an education which is appropriate to a student’s abilities and needs.
On foot of ongoing engagement the Department and NCSE advised stakeholders last week (27th October) that the trialling process which began earlier this year would continue for the educational component of assessment of need (AON) process which is currently taking place at school level. As is the case of any measure required to comply with legal obligations, the Department engaged with the unions, management bodies and a number of schools prior to the introduction of the trial AON process in schools. Engagement occurred in June to inform unions and management bodies of this process and continued with feedback on the trialling process to stakeholders in September. The Department is committed to ongoing engagement on this process.
This trialling is being led by NCSE and supported by the Department’s Inspectorate and the National Educational Psychological Service (NEPS). The Department and NCSE are satisfied that the information provided as a result of this engagement will meet the requirements as set out in the AON process.
Work will continue with stakeholders to finalise an education focused AON process.
Special Educational Needs
Questions (555, 556, 557, 558)
Gary Gannon
Question:555. Deputy Gary Gannon asked the Minister for Education the reasoning behind NCSE being able to pass legal responsibility on to schools. [54527/22]
View answerGary Gannon
Question:556. Deputy Gary Gannon asked the Minister for Education if schools will be appropriately resourced to enable school principals or their nominated teacher, likely SETs, to complete the report of education needs form (details supplied); and if she will make a statement on the matter. [54528/22]
View answerGary Gannon
Question:557. Deputy Gary Gannon asked the Minister for Education if all nominated teachers, including SETs, are experienced enough to complete the report of education needs form. [54529/22]
View answerGary Gannon
Question:558. Deputy Gary Gannon asked the Minister for Education the reason that the NCSE is qualified to "nominate a person with the appropriate expertise to carry out an assessment of education needs"; if she will provide a clear definition of “appropriate expertise”; and if school principals and staff were consulted on this decision. [54530/22]
View answerWritten answers
I propose to take Questions Nos. 555 to 558, inclusive, together.
The Assessment of Need (AON) process is provided for under the Disability Act 2005. Assessment Officers under the remit of the HSE are charged with organising the Assessment of Need. The Assessment Officer makes the determination as to whether or not a child or young person meets the definition of disability contained in the Act and the HSE Assessment Officer coordinates and completes the Assessment Report.
Following on from a court ruling in October 2021 there is now a legal obligation on the education system to assist the HSE as part of the HSE’s Assessment of Need Process (AON).
The Department of Education and NCSE have worked intensively to ensure the process put in place adheres to legal obligations arising from the HSE’s AON process and is one that is rooted in existing good practice in schools.
The reason it is the NCSE who nominates a person with the appropriate expertise is because this is set down within the Disability Act (2005). The NCSE are legally obliged to nominate a person with appropriate expertise to assist in the education assessment process.
Where the child is enrolled in a school the Education of Persons with Special Education Needs Act (EPSEN) 2004 names the principal as the person the NCSE should contact.
It is important to note that the educational component of the AON process refers to assessment of education needs. Assessment in education is an everyday practice in schools which results in the identification of a child’s education need and the measures required to address these needs.
Identification of education needs, therefore, is central to the way schools operate. Schools provide for the inclusion and participation of all students and provide an education which is appropriate to a student’s abilities and needs.
In that regard, it is important to note that schools routinely identify students’ needs. This is embedded in school practice. This aligns with the obligations on schools arising from the Education Act 1998. They use a range of assessment practices as part of the Continuum of Support process. The Continuum of Support framework enables the school to identify, address and review progress in meeting the academic, social and emotional needs of the pupil, as well as physical, sensory, language and communication needs.
Schools have been provided with a range of resources to ensure that the education needs of all students, including those with a disability or other special education needs, are identified and supported. The Department of Education issued Guidelines for Primary and Post Primary schools (2017) as to how they should identify and provide for the special education and learning needs of students.
Information derived from the schools’ assessments in education are recorded in a ‘Student Support File’. In line with best educational practice, the Student Support file details a student’s education needs as identified by the school. The information contained in the Student Support File is used in completing the educational component of the AON form which is returned to the HSE via the NCSE.
The Department of Education and the NCSE are conscious of the workload on schools and on school leaders and, in that regard, an extensive consultation process on the educational component of the AON was undertaken prior to its introduction. This process involved schools, advocacy groups, management bodies and unions. The Department of Education and the NCSE worked with a small number of schools on a draft of the documents required as part of the HSE’s AON process. The schools provided valuable feedback on the form and guidance documents which was used to inform the documents which have been issued to schools.
The Department of Education and the NCSE have put in place a suite of supports to assist schools in completing the educational component of the HSE’s AON process. These include:
- Detailed guidance,
- Short video for use by schools setting how to comply with the process,
- Email support,
- Dedicated support line – this line is staffed by education professionals who will assist schools in completing the process.
I think it is important to note that this remains a HSE process. The information retained in schools on a student’s education needs, are transferred into a Report Form that will be returned to the HSE to feed into the overall AON process. The education system is assisting the HSE on the educational component only, as part of the HSE’s Assessment of Need Process (AON).
On foot of ongoing engagement the Department and NCSE advised stakeholders last week (27th October) that the trialling process which began earlier this year would continue for the educational component of assessment of need (AON) process which is currently taking place at school level. As is the case of any measure required to comply with legal obligations, the Department engaged with the unions, management bodies and a number of schools prior to the introduction of the trial AON process in schools. Engagement occurred in June to inform unions and management bodies of this process and continued with feedback on the trialling process to stakeholders in September. The Department is committed to ongoing engagement on this process.
This trialling is being led by NCSE and supported by the Department’s Inspectorate and the National Educational Psychological Service (NEPS). The Department and NCSE are satisfied that the information provided as a result of this engagement will meet the requirements as set out in the AON process.
Work will continue with stakeholders to finalise an education focused AON process.
Question No. 556 answered with Question No. 555.