Written Answers Nos. 334-350
334. Deputy Neasa Hourigan asked the Minister for Education if she will provide an update on the progress made to date in respect of implementing the recommendations specific to her Department outlined in the Report on the Operation of the Irish Sign Language Act 2017 to improve the functioning of the ISL Act; and if she will make a statement on the matter. [22771/23]
View answerI would like to thank the Deputy for the question and wish to advise that under the broad provisions of the ISL Act, my Department has procedures in place to arrange for the provision of ISL interpretation. My Department has noted the findings in the report and the overall conclusion that implementation needs to be improved. Along with the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) and the Department’s aegis bodies, my Department is working to improve overall compliance and implementation of the Act.
Specifically in relation to the recommendations relating to Section 5 of the ISL Act I would like to advise you of the following.
The Department of Education has long provided a range of supports for students who are deaf or hard of hearing, either in mainstream classes, 24 special classes or through the 2 established schools for Deaf children.
There is longstanding existing provision in place, which provides a dedicated special needs assistant with ISL competency to support students in mainstream settings access to the curriculum and engage in school activities.
On 14th November 2022 a new enhanced scheme of ISL provision was announced.
This new scheme is in addition to the existing provision that is in place and creates two new roles in the education system.
The ISL Specialist Classroom Support (SCS) role will provide intensive support to individual students whose primary language is ISL to access the curriculum
The ISL Advisor role will focus on upskilling whole school communities and a student’s peers to enhance an inclusive environment for pupils whose sole means of communication is ISL in schools.
A national advertising campaign commenced in January 2023, by the NCSE, to recruited for the role of ISL-SCS on a nationwide basis. This campaign is currently at interview stage and it is expected that successful candidates will be appointed on the completion of this process.
The Irish Sign Language (ISL) Tuition Scheme provides funding for a weekly tuition service. Tutors visit the home of a deaf or hard of hearing pre-school child or school-going pupil to provide training in ISL for the child, their siblings, their grandparent(s) and parents or guardian.
Many students who are deaf/hard of hearing learn ISL to support their communication needs but ISL isn’t their primary language. These students and their families can also avail of the ISL Tuition Scheme. Approximately 150 children and their families supported under the scheme by approximately 52 tutors.
The scheme is available to deaf / hard of hearing children from diagnosis to leaving post primary school, details on how to apply can be found on the Department’s website through the following link: www.gov.ie/en/service/irish-sign-language-isl-tuition-scheme.
A review of the scheme is currently taken place in my department with the view to streamlining the application process, and it is anticipated that the results of this review will be in place for August in line with new applications for the 2023/24 school year.
Under the Department of Education Assistive Technology scheme, over 600 children benefitted from specialised equipment for the visually and hearing impaired last year.
The Bachelor of Education (Irish Sign Language) is the first programme of its kind in the history of the State. This is an undergraduate pilot programme in Dublin City University Institute of Education (DCU) that enables Deaf and Hard of Hearing people who use Irish Sign Language (ISL) to enter primary teaching which commenced in September 2019. It is a four-year, full-time, honours degree specifically designed for Deaf and Hard of Hearing students who communicate through ISL.
In addition, considerable research working is ongoing at present led by the National Council for Curriculum and Assessment (NCCA) in the area of ISL and the Curriculum to further support children whose primary language is ISL.
335. Deputy Francis Noel Duffy asked the Minister for Education when the financial contribution will be paid by her Department in respect of a pedestrian road crossing for a school (details supplied) as per condition 14 of the approval by An Bord Pleanála for a temporary building. [22831/23]
View answerAs per Condition 14 of the decision by An Bord Pleanála to grant planning permission for the temporary school building referred to by the Deputy, the financial contribution in respect of a pedestrian road crossing was paid by my Department in January 2023.
336. Deputy Seán Haughey asked the Minister for Education her views on the shortage of physics teachers in Gaeltacht schools; the measures being implemented to overcome this shortage; and if she will make a statement on the matter. [22834/23]
View answerThe Policy on Gaeltacht Education acknowledged that students at post-primary level who attend small Gaeltacht schools may have access to a more limited range of subject options, particularly for the Leaving Certificate. A key aim of that Policy has been to provide Gaeltacht students with the opportunity to access a wider range of subjects for Leaving Certificate through the medium of Irish. The establishment, and the continued expansion, of the e-Hub project aims to address this issue.
Students in nine post-primary schools located in the Gaeltacht are currently studying Leaving Certificate Physics and Chemistry through the e-Hub project funded by my Department.
Physics has been available to students through the e-Hub since its inception in September 2019. There are currently two e-Teachers based in two e-Hub schools delivering the Leaving Certificate Physics course to 20 students in five Gaeltacht post-primary schools (including three island schools) under the supervision of e-Mentors. 13 students completed the Leaving Certificate Physics examination in 2022.
My Department is also undertaking a comprehensive programme to support the supply of teachers, including the development of a programme up-skilling post-primary teachers to teach physics. The programme is delivered outside of class time and is offered at no cost to the teacher. Currently there are 130 teachers registered on the physics up-skilling programme, 10% of whom have sought support for teaching physics through the medium of Irish.
Additionally, a range of teacher education actions have been funded by my Department under the Policy on Gaeltacht Education to increase the supply of teachers available to teach effectively through the medium of Irish in Gaeltacht schools. At post-primary level, this has included:
- The provision of funding for a blended-learning M.Ed. on Irish-medium and Gaeltacht Education since 2018. 68 students have graduated from this Masters programme between 2020 and 2022.
- Two seconded teachers have been provided to support the Máistir Gairmiúil san Oideachas (MGO) in the University of Galway since 2017. 76 students have graduated from the Máistir Gairmiúil san Oideachas between 2020 and 2022.
COGG bursaries for students of the MGO have also been made available as a means of attracting students with Irish-language proficiency to the post-primary sector.
337. Deputy Seán Haughey asked the Minister for Education if she will provide an update on the strategy for teaching Irish in schools outside of Gaeltacht areas; and if she will make a statement on the matter. [22835/23]
View answerMy Department, through a variety of initiatives, continues to promote Irish in the education system and to support Irish-medium education. The Department is contributing to a number of actions in the Government’s 20-Year Strategy for the Irish Language 2010-2030 and the 5 Year Action Plan 2018 -2022, that highlight the Department’s commitment in this area.
My Department is also currently developing a new policy on Irish-medium education outside of the Gaeltacht. Within the broad scope of this project, the areas of teacher education and continuing professional development (CPD) will be considered during the development of this policy in order to address the need for teachers and other staff with a high standard of Irish to meet demand in Irish-medium education settings.
A range of supports and initiatives are currently underway, including those outlined below.
The Department provides funding to support the Gaelbhratach programme at primary and post primary level, and has funded the scheme on an annual basis. Gaelbhratach is a scheme which supports and encourages schools in their efforts to promote the Irish language.
In relation to teacher professional development, the Department, through the support services, offers high quality and relevant continuing professional development (CPD) through the medium of, and in relation to, Gaeilge to teachers and school leaders in a range of pedagogical, curricular, leadership and educational areas. Core CPD and school supports are provided to schools which are operating through the medium of Irish.
The Department funded Support Services:
- Professional Development Service for Teachers (PDST) (cross sectoral service covering primary and senior cycle at post-primary)
- Junior Cycle for Teachers (JCT) (junior cycle)
- National Induction Programme for Teachers (NIPT) (primary and post-primary) and the
- Centre for School Leadership (CSL) (primary and post-primary).
provide a wide variety of supports to teachers to support teacher in the area of Irish. These include, supports for Newly Qualified Teachers, live and interactive online sessions, sustained school supports, workshops, online resources, summer courses, webinars, whole school days as Gaeilge and in some cases dedicated teams to provide specific areas as Gaeilge.
The Summer Course Programme also encourages the provision of courses which support teachers in the teaching of Gaeilge based on the Primary School Language Curriculum 2019.
Under the Policy on Gaeltacht Education, to increase the supply of teachers available to teach effectively through the medium of Irish in Gaeltacht schools, two higher education programmes have been established:
- A new Irish-medium Bachelor of Education primary initial teacher education programme commenced in 2019.
- A new blended-Learning Masters in Education on Irish-medium and Gaeltacht Education in 2018.
Education Support Centres across the country also provide several courses in the area of Gaeilge. Additionally, Education Support Centres Ireland (ESCI) is engaging with Marino Institute of Education and NUI Maynooth in relation to a Gaeilge Initiative aimed at improving competencies for teaching and learning of Irish in English medium primary schools.
338. Deputy Noel Grealish asked the Minister for Education the current status of an approved building project for a school (details supplied) which includes five new classrooms as part of a two-storey extension; when this project will proceed to construction; and if she will make a statement on the matter. [22843/23]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation (ASA) Scheme, from the school authority 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.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or a new SEN class has been sanctioned by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
Officials from my Department have corresponded with the school authority and will continue to liaise in respect of this application. Upon completion of the assessment process the school will be notified directly.
339. Deputy Violet-Anne Wynne asked the Minister for Education her views on the review into the school bus transport scheme; and if she will make a statement on the matter. [22932/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 149,000 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country. There has been an increase of 21% tickets issued to eligible students and 38% tickets issued on a concessionary basis in the current 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services are being provided in the current school year for over 5,200 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
The School Transport Scheme is an important service for families and children.
The purpose of the 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.
A review of the School Transport Scheme is underway. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review.
Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021.
Following consideration of this Phase 1 report, for the 2021/2022 school year, the provision of temporary alleviation measures was approved for transport for post-primary students who are otherwise eligible for school transport, but were attending their second nearest school and had applied and paid on time. These measures have been continued for the current 2022/2023 school year, and will again continue in the 2023/2024 school year pending completion of the review.
Phase 2 of the review was completed late last year and phase 3 will be completed shortly. This final report will include recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government, it is planned that the review will be published.
For the 2023/2024 school year, it remains that children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary 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 have completed the application process on time are accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
340. Deputy Mark Ward asked the Minister for Education the special education pre-school facilities that are available for a child (details supplied) who has a diagnosis of autism and their parents cannot find a suitable place for them. [22940/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion providing supports to children and young people with special educational needs and their schools.
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 funding to support children with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
The NCSE has responsibility for coordinating and advising on the education provision for children with SEN nationwide.
The Early Childhood Care and Education (ECCE) programme provides up to two years of pre-school within the eligible age range, without charge. The Access and Inclusion Model (AIM), introduced in 2016, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the ECCE Programme. The goal of AIM is to create a more inclusive environment in pre-schools, so all children, regardless of ability, can benefit from quality early learning and care. A diagnosis of autism (or other disabilities/additional needs) is not required to access AIM supports. However, pre-school children with a diagnosis are generally supported in mainstream pre-schools with additional supports provided through AIM where required.
NCSE sanctions the establishment of special classes, including ASD Early Intervention (EI) classes where there is an identified need. I understand that, on occasion, EI classes are re-designated as school-age special classes to reflect the changing age-profile of students, the changing needs in an area and in order to ensure a continuation of support for students in the EI class who require a special class placement. Information on the location of EI classes is available on the NCSE website.
The local special educational needs organisers remain available to assist and advise parents of children with special educational needs. ncse.ie/regional-services-contact-list.
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.
As your query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
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.
341. Deputy Eoin Ó Broin asked the Minister for Education if her Department has a clear policy regarding devices for school work in secondary schools; if she is aware that some schools insist students have both a device and a physical textbook in their possession; if she agrees with this practice, given the significant cost to parents; and if she will make a statement on the matter. [22966/23]
View answerDecisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications been fully considered by the Boards of Managements before a decision is made.
Schools, in conjunction with parents, are responsible for decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements.
The Professional Development Service for Teachers Technology in Education (PDST-TIE) offers advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. In 2017 a circular letter issued to schools with measures to be adopted to reduce the cost of school uniforms and other costs including such ICT devices. assets.gov.ie/12695/2045e7ccec684f72b55d93930e45372c.pdf.
Since June 2020, and over the past three Budgets, I have secured funding to support measures aimed at supporting schools and parents to reduce costs. One of the most important policies in this regard has been the establishment of Ireland’s first national primary school book scheme, which will provide free schoolbooks, workbooks and copybooks, in primary schools and special schools. More than 558,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools, will benefit from this measure.
This free schoolbooks scheme will eliminate the cost to all families for schoolbooks at primary school, including workbooks and copybooks.
On the 26th April I announced the payment of the grant funding under the new measure to schools, totalling over €53 million. This significantly increases the funding for school books currently provided to all recognised primary schools in the country.
In addition, my Department currently provides a book grant of over €10.2 million to all recognised post primary schools within the Free Education Scheme in order to provide assistance for books, including, including book rental schemes (which can include ebooks), and all schools are encouraged to operate book rental schemes to help alleviate costs to parents.
The Digital Strategy for Schools 2027, which builds on the progress made under the previous Digital Strategy, will be underpinned by an investment of some €200m included in the National Development Plan 2021-2030 providing continuity of funding following the €210m that issued to schools to support the previous strategy. The first tranche of the successor Digital Strategy ICT grant funding issued to schools in December 2021. This funding issued directly to schools as schools are best placed to identify the requirements of their own student cohort and to meet those requirements in the most appropriate way. This can include the purchase of ICT devices such as tablets, hybrid devices, or laptops.
In addition, the Department as part of Ireland’s National Recovery and Resilience Plan (NRRP) under Next Generation EU funding facility, issued a once-off grant of €50 million in December 2021 to recognised primary and post-primary schools in the free education scheme in order to support those learners at risk of educational disadvantage through the digital divide,
Details of the Grant Scheme for EU NRRP Funding to schools to address the digital divide, and learners at risk of educational disadvantage which can be found at:
www.gov.ie/en/circular/b4fea-grant-scheme-for-eu-nrrp-funding-to-schools-to-address-the-digital-divide-and-learners-at-risk-of-educational-disadvantage/.
342. Deputy Eoin Ó Broin asked the Minister for Education if schools can request a monetary contribution per child from parents toward the cost of providing the free primary schoolbooks scheme; and if she will make a statement on the matter. [22967/23]
View answerAs Minister for Education I believe it is crucially important that children and young people are actively supported to access education in its fullest forms. This Government recognises that the cost of preparing children for school each September can be a cause of financial difficulty and worry for many Irish families.
Earlier this year I announced the establishment of Ireland’s first national primary school book scheme. More than 558,000 pupils enrolled in approximately 3,230 primary schools, including over 130 special schools, will benefit from this new measure.
At a minimum the scheme will provide free schoolbooks, workbooks and copybooks for all children and young people in recognised primary schools and special schools and will eliminate the cost of school schoolbooks, workbooks and copybooks for parents of children and young people enrolled in these schools. Parents should not be asked to purchase, or to make a contribution to the school towards the cost of, schoolbooks, workbooks or copybooks.
Thereafter the grant should be used to eliminate costs of related classroom resources such as pens, pencils and erasers. Any surplus grant can be used to purchase shared books, audio books and other material to increase the literacy (in English, Irish or other languages) and numeracy resources in a school. Alternatively the surplus can be carried forward to the next school year. Schools should consider the need to replace or purchase new books in the following year when deciding how to use any surplus grant in the current year.
Schools are expected to adopt a cost-conscious approach to the selection of books for use in their classes. Primary schools and special schools will continue to have autonomy to choose books that meet their curricular requirements. The scheme will seek to ensure that value for money is achieved and that primary schools and special schools will be supported to implement the scheme in a way that has the best learning outcomes for pupils.
My Department has requested schools to communicate with parents and guardians in relation to any related classroom resources that are not covered by the schoolbook grant, clearly outlining the additional amount sought and what it covers.
343. Deputy Denis Naughten asked the Minister for Education the status of a school building project (details supplied); the reason for the delay in the project progressing; and if she will make a statement on the matter. [22969/23]
View answerThe school to which the Deputy refers to was approved under my Department's Additional School Accommodation (ASA) Scheme to build a two-classroom SEN Base & 2 Mainstream Classrooms. The project has been devolved to the school authority for delivery.
I can confirm that my Department has received a Stage 2B report from the school. This report is currently being reviewed by officials in my Department. A decision will be conveyed to the school authority as soon as this review has been completed.
344. Deputy Cian O'Callaghan asked the Minister for Education the number of caretakers employed in schools across Ireland under the TUS and broken down by county; the cost of this to the Exchequer per annum; if these schools are also receiving the ancillary grant from her Department for the employment of caretaking staff; and if she will make a statement on the matter. [22974/23]
View answerFunding to cater for ancillary services is made available by my Department under two separate schemes. One is the 1978/79 scheme under which school secretaries and caretakers 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 secretarial and caretaking services provided is a matter for the school authorities who, through the discretion afforded by the scheme, apply their own arrangements for secretarial and caretaking services as resources permit.
The amount paid to an individual school is determined by the school’s enrolment.
Further information is available on my Departments website in Circular 0017/2021 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.
I am not in a position to advise on the number of caretakers employed in schools across Ireland and the cost of this to the Exchequer under the Tús, Community Work Placement Initiative, as that is a matter for my colleague, Minister Heather Humphreys T.D. who has responsibility for the Department of Social Protection.
346. Deputy Sean Sherlock asked the Minister for Education if she will examine a funding line request for a school (details supplied) to contest a competition. [22992/23]
View answerExtracurricular activities, such as this one, which provide students with opportunities to gain new experiences and to learn new skills are to be welcomed. However, I am advised that my Department does not provide funding for such requests.
347. Deputy Holly Cairns asked the Minister for Education the percentage of social media posts made on each of her Departmental social media accounts or the social media accounts of public bodies and agencies that operate under her remit that were exclusively in Irish between 1 May 2022 and 30 April 2023, inclusive; the percentage of same that feature bilingual translations; and if she will make a statement on the matter. [23026/23]
View answerThe Department had a total of 262 tweets between 1 May 2022 and 30 April 2023, of which 60.3% (158) of the posts were bilingual and 0.76% (2) were in Irish only. .
There were also a total of 72 LinkedIn posts between 1 May 2022 and 30 April 2023, of which 61.1% (44) were bilingual.
The Department does not hold the statistics for its public bodies and agencies.
348. Deputy Holly Cairns asked the Minister for Education how her Department and public bodies and agencies that operate under hers remit meet their obligations for reasonable accommodation under the Employment Equality Acts 1998-2015. [23044/23]
View answerMy Department is committed to providing reasonable accommodations to staff with disabilities. The Department is also committed to addressing the health and safety needs of all employees, including employees with disabilities. For this purpose, staff may be asked to indicate if they have any needs for reasonable accommodation or health and safety supports related to a disability.
My Department has a designated Disability Liaison Officer (DLO) who is the point of contact for staff members with disabilities and their managers. The DLO assists and supports staff with disabilities, in confidence, providing necessary information, guidance, suggestions and advice. The DLO also assists with any reasonable accommodations and/or equipment which a staff member with a disability might require to carry out their role.
The DLO is a member of the Civil Service Disability Liaison Network which meets regularly with DLOs from all departments to share best practice in the area of supporting staff with disabilities.
Part V of the Disability Act 2005 requires that public bodies promote and support the employment of people with disabilities and ensure that 3% of staff employed by them are people with disabilities. The percentage of people with disabilities employed by my Department at present is 4.7%. The Comprehensive Employment Strategy for People with Disabilities for 2015 – 2024, commits the Government to progressively increasing the statutory target for the employment of people with disabilities from 3% to a minimum of 6% in the public sector by 2024. In order that my Department can meet its legal responsibility to report annually on the number and proportion of staff with a disability, every e mployee (including temporary and part-time employees) is required to complete and sign a confidential form to establish whether or not the employee has a disability within the meaning of the Disability Act.
The information in respect of state bodies is not held by my Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with this query.
Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education as at 03 February 2023
|
Name of Body |
Dedicated Email address for the Members of the Oireachtas |
Designated Official Responsible for assisting Oireachtas Members |
|
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta |
oireachtas@cogg.ie |
jacquelinenifhearghusa@cogg.ie |
|
Educational Research Centre |
oireachtas.queries@erc.ie |
aidan.clerkin@erc.ie |
|
National Council for Curriculum and Assessment Note 1 |
oireactasqueries@ncca.ie |
Aine.ArmstrongFarrell@ncca.ie |
|
State Examinations Commission |
Oireachtas@examinations.ie |
Paddy.Quinn@examinations.ie |
|
The Teaching Council |
pqrep@teachingcouncil.ie |
lramsey@teachingcouncil.ie |
|
National Council for Special Education |
oireachtasqueries@ncse.ie |
patrick.martin@ncse.ie and cindyjane.oconnell@ncse.ie |
|
Residential Institutions Statutory Fund – Caranua |
Michael.Fitzpatrick@caranua.ie |
Michael.Fitzpatrick@caranua.ie |
349. Deputy Michael Creed asked the Minister for Education if specific additional accommodation can be made for students taking State examinations who suffer from dyslexia; and if she will make a statement on the matter. [23106/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
350. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to calls from an organisation (details supplied) to allow students with dyslexia additional time in State exams including the Leaving and Junior Certificate exams; if this is under review; and if she will make a statement on the matter. [23134/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
