Written Answers Nos. 243-257
243. Deputy Verona Murphy asked the Minister for Education the provision her Department is making to increase places in ASD special education units/classes in secondary schools in County Wexford; and if she will make a statement on the matter. [46054/23]
View answer244. Deputy Verona Murphy asked the Minister for Education if she is aware of the lack of secondary school places for pupils transitioning from primary school ASD education units/classes in the New Ross district, County Wexford; and if she will make a statement on the matter. [46055/23]
View answerI propose to take Questions Nos. 243 and 244 together.
I would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/2025 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, earlier this year, Minister Foley and l announced the establishment of two special schools for the 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 388 new special classes – 253 at primary and 135 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
Of these, 14 new special classes have been sanctioned in Wexford, 11 at primary level and 3 at post-primary level, bringing the total number of special classes in Co. Wexford to 101.
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/special-classes
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October of last year, my department wrote to all post-primary schools to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
245. Deputy Ged Nash asked the Minister for Education the reason a school (details supplied) has not been designated as a DEIS school; if her Department will designate additional schools in the DEIS category this year based on most recent census data; when the next review will take place; and if she will make a statement on the matter. [46069/23]
View answerMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In March last year, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 240,000 students. 1 in 4 students and 30% of schools are now supported in the programme.
This expansion added an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180million.
Schools that were identified for inclusion in the programme were those with the highest levels of concentrated disadvantage as identified 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 was applied fairly and equally to all schools.
The DEIS Identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school’s enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
A detailed paper on the refined DEIS identification model is available on gov.ie. In accordance with Circular 0019/22 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, the window for appeals has now closed 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.
The extension of the DEIS programme to new schools is just one component 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 also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past four budgets, I have secured funding to provide measures to support children in this regard.
My Department recognises the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to all schools to tackle educational disadvantage.
The DEIS Plan is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, then extra resources need to be targeted as closely as possible at those students with the greatest level of need. This will involve further development of the existing DEIS programme, to create a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data.
To support this work my Department has invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland, this is currently ongoing and the OECD team estimate that the review will be complete in Q2 of 2024. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS.
In addition to this, following the National Census 2022 held in April 2022 it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q4 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
246. Deputy Alan Farrell asked the Minister for Education the status of the Education for Persons with Special Educational Needs Act 2004 review; and if she will make a statement on the matter. [46089/23]
View answerI would like to thank the Deputy for the question and wish to advise you of the following:
My Department's policy, which is set out in the Education of Persons with Special Educational Needs (EPSEN) Act 2004, is that children with special educational needs should be educated in mainstream placements with additional supports provided as appropriate. The majority of children with special educational needs are supported in this way.
Where children need more specialised educational settings, such as special classes or special schools, my Department and the National Council for Special Education (NCSE) ensure that the necessary resources and supports for such placements are provided in line with the needs of the child.
The NCSE has responsibility for coordinating and advising on the education provision for children nationwide. NCSE policy advice on special class and special school provision is due shortly and this will be significant in terms of how my department plans for any changes to the way in which children and young people with special educational needs are supported. In its progress report (2019), the Council advised that there is no conclusive evidence at present that any one type of special education place was better than another. The advice will also address the State’s obligations under the United Nations Convention on the Rights of People with Disabilities.
In December 2021, I sought a review of the EPSEN Act 2004 , which provides for the education of children aged under 18 years with SEN. The EPSEN Act 2004, is now in place for more than 19 years and there have been many significant changes and developments to policy relating to the education of children with SEN in that time.
The purpose of the review is to ensure that legislation on education for students with SEN is up-to-date, fully operational, and reflective of the lived experiences of students and families. This includes those sections of the Act relating to individual education plans (IEPs). Open collaboration and consultation are at the heart of the review and all stakeholders are being invited to engage with the process.
To conduct this review, my Department has engaged a variety of stakeholders, including parents, educators, and advocacy groups. We have also consulted with experts in the field of special education to gather best practices. A Steering Group, Working Group and Advisory Group are overseeing this review process. As part of the review, online surveys were conducted to gather input from students, individuals who have left the education system, staff, parents, and the general public. Additionally, individuals and organisations were given the opportunity to provide formal submissions.
The online surveys, which launched on 30 November 2022, form one part of the planned consultation process. This was publicised in local and national media and online, and communications were issued to all school principals and other stakeholders. This part of the consultation closed on the 3rd of March 2023 yielding over 28,000 responses. On the 3rd of May 2023, a presentation featuring the quantitative analysis of the structured survey questions was delivered to engage all stakeholders. This session provided an avenue for dialogue and the receipt of constructive feedback. At present, the qualitative analysis of the open submissions is in progress and is being meticulously examined. The survey analysis shall be used to establish the themes that need to be explored further through focus groups.
An academic review is currently being conducted. A number of legal cases have been heard in the Irish Courts that have to be considered in the context of this review to ensure the legislation takes account of the amended legal position, NCSE policy advice to include international comparators, conclusions of review as per the various groups and recommendations.
The consultation process will be wide-ranging, so that it can include a breadth of experience of as many of those people impacted by the legislation. Significant efforts are being made by my Department to consult with students and families of those with special educational needs who are currently, or have been through, the education system during the period of operation of the Act.
A range of consultation methods will be employed over the coming weeks including diverse styles of focus groups. A dedicated focus group assessment team has been established and is are currently evaluating proposed methodologies. These focus groups will be conducted with a broad spectrum of participants, each group being approached with suitable and tailored methodologies.
Subsequently, responses from these focus group sessions will undergo thorough examination, culminating in the preparation of a comprehensive report. The anticipated timeline for the release of this report is the first quarter of 2024.
The focus groups will be structured to include various groups such as organisations working with people with disabilities, parents, and students at different educational levels, including those who have left the education system.
We will employ a range of focus group approaches, including mixed focus groups (various stakeholders including post-primary students and young adults with special educational needs who have been through the education system) and mosaic-style approaches (engagement with children with special educational needs in person and online). These approaches will help us gather insights from different perspectives.
An open policy day will be held at the conclusion of the focus groups stage in first quarter of 2024 and will incorporate the feedback from both surveys and focus groups, along with insights from the academic review paper that is currently being prepared.
The views of experts are also being sought, to include those working in the education sector and people supporting persons with disabilities.
This significant review is intended to be concluded in second quarter of 2024, culminating in a comprehensive report that will encompass an analysis of stakeholder and public engagement, feedback from focus groups and open policy day, academic review paper, NCSE policy advice, evidence-based research and conclusions and recommendations.
247. Deputy Alan Farrell asked the Minister for Education how many additional autistic classes were opened for the 2023-2024 school year nationwide; and if she will make a statement on the matter. [46090/23]
View answer248. Deputy Alan Farrell asked the Minister for Education for a geographical breakdown of the number of new autistic classrooms that were opened for the 2023-2024 school year, in tabular form; and if she will make a statement on the matter. [46091/23]
View answerI propose to take Questions Nos. 247 and 248 together.
I would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, earlier this year, Minister Foley and l announced the establishment of two special schools for the 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 388 new special classes – 253 at primary and 135 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year. This brings the number of special classes nationwide to 2,919.
363 of these new classes sanctioned by the NCSE are autism classes – 236 in primary and 127 in post-primary – bringing the total of autism classes nationwide to 2,475.
The following table provides a breakdown of these classes by county:
|
County |
Primary |
Post Primary |
Total |
|||
|
No. of ASD Classes |
No. of New ASD Classes for 23/24 School Year |
No. of ASD Classes |
No. of New ASD Classes for 23/24 School Year |
Total No. of ASD Classes |
Total No. of New ASD Classes for 23/24 school year |
|
|
Carlow |
29 |
6 |
16 |
2 |
45 |
8 |
|
Cavan |
30 |
4 |
9 |
1 |
39 |
5 |
|
Clare |
42 |
4 |
15 |
2 |
57 |
6 |
|
Cork |
298 |
50 |
125 |
23 |
423 |
73 |
|
Donegal |
53 |
9 |
39 |
5 |
92 |
14 |
|
Dublin |
355 |
48 |
120 |
23 |
475 |
71 |
|
Galway |
71 |
10 |
49 |
5 |
120 |
15 |
|
Kerry |
43 |
4 |
25 |
4 |
68 |
8 |
|
Kildare |
75 |
7 |
29 |
5 |
104 |
12 |
|
Kilkenny |
27 |
4 |
16 |
5 |
43 |
9 |
|
Laois |
39 |
4 |
15 |
3 |
54 |
7 |
|
Leitrim |
12 |
5 |
11 |
1 |
23 |
6 |
|
Limerick |
74 |
10 |
37 |
4 |
111 |
14 |
|
Longford |
22 |
5 |
13 |
0 |
35 |
5 |
|
Louth |
53 |
10 |
21 |
6 |
74 |
16 |
|
Mayo |
36 |
5 |
16 |
2 |
52 |
7 |
|
Meath |
87 |
15 |
32 |
7 |
119 |
22 |
|
Monaghan |
18 |
1 |
11 |
1 |
29 |
2 |
|
Offaly |
57 |
4 |
21 |
2 |
78 |
6 |
|
Roscommon |
23 |
5 |
9 |
1 |
32 |
6 |
|
Sligo |
11 |
1 |
12 |
3 |
23 |
4 |
|
Tipperary |
62 |
5 |
42 |
9 |
104 |
14 |
|
Waterford |
33 |
2 |
20 |
3 |
53 |
5 |
|
Westmeath |
27 |
3 |
20 |
2 |
47 |
5 |
|
Wexford |
54 |
9 |
28 |
3 |
82 |
12 |
|
Wicklow |
64 |
6 |
29 |
5 |
93 |
11 |
|
Totals |
1,695 |
236 |
780 |
127 |
2,475 |
363 |
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/special-classes
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
249. Deputy Alan Farrell asked the Minister for Education how many mainstream schools nationwide now have autistic classes included on their campus; and if she will make a statement on the matter. [46092/23]
View answer250. Deputy Alan Farrell asked the Minister for Education for a geographical breakdown of the number autistic classes that are included on mainstream school campuses, in tabular form; and if she will make a statement on the matter. [46093/23]
View answerI propose to take Questions Nos. 249 and 250 together.
I would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/2025 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, earlier this year, Minister Foley and l announced the establishment of two special schools for the 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 388 new special classes – 253 at primary and 135 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
This brings the total of special classes sanctioned nationwide to 2,919. Of the 2,919 special classes, 2,475 are autism classes.
363 of the new classes sanctioned for 2023/24 are autism classes. 222 primary and 119 post-primary schools will benefit from these new classes. This brings a total of 2,475 autism classes to 1,345 mainstream schools nationwide.
The following table contains a county breakdown of the number of schools with autism classes:
|
County |
Primary |
Post Primary |
Total |
|||
|
No of Schools with ASD Classes |
No of Schools with New ASD Classes 23/24 School Year |
No of Schools with ASD Classes |
No of Schools with New ASD Classes 23/24 School Year |
Total number of Schools with ASD classes |
Total number of schools with New ASD Classes for 23/24 School Year |
|
|
Carlow |
17 |
5 |
7 |
2 |
24 |
7 |
|
Cavan |
13 |
4 |
5 |
1 |
18 |
5 |
|
Clare |
31 |
4 |
10 |
2 |
41 |
6 |
|
Cork |
143 |
49 |
52 |
18 |
195 |
67 |
|
Donegal |
29 |
9 |
19 |
5 |
48 |
14 |
|
Dublin |
223 |
44 |
68 |
22 |
291 |
66 |
|
Galway |
44 |
10 |
30 |
5 |
74 |
15 |
|
Kerry |
25 |
4 |
17 |
4 |
42 |
8 |
|
Kildare |
46 |
7 |
17 |
5 |
63 |
12 |
|
Kilkenny |
18 |
4 |
9 |
4 |
27 |
8 |
|
Laois |
22 |
4 |
8 |
3 |
30 |
7 |
|
Leitrim |
8 |
5 |
5 |
1 |
13 |
6 |
|
Limerick |
44 |
10 |
18 |
4 |
62 |
14 |
|
Longford |
8 |
5 |
8 |
0 |
16 |
5 |
|
Louth |
24 |
7 |
9 |
6 |
33 |
13 |
|
Mayo |
19 |
5 |
11 |
2 |
30 |
7 |
|
Meath |
42 |
12 |
16 |
7 |
58 |
19 |
|
Monaghan |
10 |
1 |
6 |
1 |
16 |
2 |
|
Offaly |
31 |
4 |
10 |
2 |
41 |
6 |
|
Roscommon |
9 |
4 |
6 |
1 |
15 |
5 |
|
Sligo |
7 |
1 |
5 |
3 |
12 |
4 |
|
Tipperary |
35 |
4 |
20 |
8 |
55 |
12 |
|
Waterford |
19 |
2 |
9 |
3 |
28 |
5 |
|
Westmeath |
16 |
3 |
8 |
2 |
24 |
5 |
|
Wexford |
29 |
9 |
13 |
3 |
42 |
12 |
|
Wicklow |
32 |
6 |
15 |
5 |
47 |
11 |
|
Totals |
944 |
222 |
401 |
119 |
1,345 |
341 |
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/special-classes
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
251. Deputy Alan Farrell asked the Minister for Education how many new special schools were either opened or expanded for the 2023-2024 school year nationwide; and if she will make a statement on the matter. [46094/23]
View answer252. Deputy Alan Farrell asked the Minister for Education for a geographical breakdown of the number of new special schools that were opened or expanded for the 2023-2024 school year, in tabular form; and if she will make a statement on the matter. [46095/23]
View answerI propose to take Questions Nos. 251 and 252 together.
I would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. Together we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over recent years.
My department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, earlier this year, Minister Foley and l announced the establishment of two special schools in Carrigtwohill, east Cork and Dublin 7 for the 2023/24 school year, with further capacity being expanded in 19 other special schools. Attached please find a list of the special schools with building projects delivering additional school accommodation for the current school year 2023/2024.
My department's planning and building unit has provided, in an attached file, a table outlining the locations of special schools with which they are currently engaging.
Along with the two new special schools, 388 new special classes – 253 at primary and 135 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
There continues to be an increasing need to provide additional special school places to support children with complex needs. To meet this need, 7 new special schools have been established in recent years and special school capacity expanded. The most recently established special schools are due to open in Dublin and Cork before the end of term 1 in this school year.
The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. My department and the NCSE have already begun planning in relation to further expanding special school capacity for the 2024/25 school year and beyond. It is estimated that a further 300 new special school places may be required each year for the coming years.
When looking to provide additional capacity the department's preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and the NCSE will consider the need to establish a new special school.
In planning for increased special school places, my department and the NCSE are reviewing all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
My department and the NCSE are also carefully considering the distances being travelled by students attending special schools at present. My department and the NCSE are progressing this review work ahead of determining where additional capacity is required in existing special schools or in what regions a new special school may need to be established.
I want to assure 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.
Special schools building projects providing additional capacity for 2023/2024
|
School Name |
County |
|
St Anne’s Special School |
Clare |
|
Rochestown Community Special School |
Cork |
|
St Bernadette's Special School |
Donegal |
|
Libermann Spiritan School |
Dublin |
|
Rosedale School |
Galway |
|
St. Teresa's Special School |
Galway |
|
Tígh Nan Dooley Child Education and Development Centre |
Galway |
|
St Ita's & St Joseph's Ns |
Kerry |
|
St Francis Special School |
Kerry |
|
The Kolbe Special School |
Laois |
|
St Anthony’s Special School |
Mayo |
|
St Brid’s Special School |
Mayo |
|
St Dympna’s Special School |
Mayo |
|
Stepping Stones Special School |
Meath |
|
Scoil Micheal Naofa |
Roscommon |
|
St. Cecilia's School |
Sligo |
|
St Joseph’s Special School |
Sligo |
|
Scoil Aonghusa |
Tipperary |
|
St Martin’s Special School |
Waterford |
253. Deputy Alan Farrell asked the Minister for Education the number of teaching posts that are vacant nationwide in primary and post-primary schools for the 2023-2024 school year; and if she will make a statement on the matter. [46096/23]
View answerEnsuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.
The recruitment and appointment of teachers to fill teaching posts is a matter for individual school authorities, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). In that regard, there are more than 3,700 individual employers (boards of management of primary schools and post-primary schools, as well as ETBs).
While schools in certain locations are experiencing challenges in both recruiting teachers and obtaining substitute teachers, the vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years. Schools are continuing to recruit teachers and as the recruitment process is still ongoing, it is not possible at this stage to advise on the current number of vacant teaching positions.
Budget 2024 contains a range of measures that demonstrate my commitment to continued investment in our education system. These include a professional masters of education (PME) incentive scheme, funding for additional teacher upskilling programmes, and increasing the number of posts of responsibility.
• A professional masters of education (PME) incentive scheme will be introduced for newly qualified teachers graduating in May 2024. Those newly qualified teachers who graduate with a PME will, subject to some conditions, be eligible for an incentive payment of up to €2,000. This incentive payment will be paid to eligible primary and post-primary teachers in 2025. It will recognise the costs that PME students incur when completing their initial teacher education, assist them with these costs and encourage suitable candidates to consider a career in teaching.
• Additionally, there will be an expansion in the number of upskilling programmes available. These programmes, which are free to teachers, increase the number of teachers who are qualified to teach in-demand subjects and reduce the level of out-of-field teaching. These new upskilling programmes in Irish, French, politics & society, and computer science will be in addition to existing upskilling programmes in maths, physics and Spanish.
• Also, an additional 1,000 posts of responsibility will be provided in the school system for the 2024/25 school year. This is in recognition that school leaders play a key role in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
These new measures are in addition to a range of targeted measures that I have introduced in recent times, including:
• At primary level, I approved 610 additional places on initial teacher education programmes for this and the next academic year (2023/24 and 2024/25).
• I recently met with the primary teacher initial education providers on continuing existing flexibilities that enable student teachers to support schools, either while on placement, or in a substitute capacity. In 2023, more than 2,700 student teachers registered with the Teaching Council and provided valuable support to schools as substitute teachers.
• Restrictions on job-sharing teachers from working as substitutes have been reduced. These teachers may be employed to work as substitutes during the period they are rostered off duty.
• Limits on substitute work applying to teachers on career break have also been suspended.
• Post-primary teachers can provide up to 35 additional hours of substitute cover per term in the subject they are qualified to teach.
• Following the Department’s Action Plan on Teacher Supply, the Irish Primary Principals’ Network (IPPN) developed a portal for the recruitment of teachers to long-term teaching positions. The portal facilitates the matching of demand and supply and provides an efficient and user-friendly recruitment process for both schools and teachers, including teachers working abroad who wish to apply for posts here.
• The Teaching Transforms campaign continues to promote the teaching profession and encourage students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms
Teaching remains an attractive career choice. CAO first preference choices for post-primary teaching increased this year by 14%, in addition to a 9% increase in 2022. My Department continues to engage closely with school management bodies, teacher unions and other education stakeholders to develop further, innovative measures to address teacher supply issues.
254. Deputy Alan Farrell asked the Minister for Education if her Department is undertaking a review for the criteria a child needs to meet for access to an SNA with a view to widening this criteria; and if she will make a statement on the matter. [46097/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
SNAs play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs.
SNAs are allocated to schools as a school based resource and not to individual children. The deployment of SNAs within schools is a matter for the individual principal/board of management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
All schools can apply to the NCSE for a review of their SNA allocation if it is insufficient to meet the needs of its students. Detailed information on the NCSE exceptional review process is published on the NCSE website. www.ncse.ie/application-for-sna-exceptional-review
My department's policy in relation to the SNA scheme is set out in Circular 30/2014. This circular clarifies the purpose of the SNA scheme i.e. to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. The circular provides details of the primary care needs for which SNA support will usually be provided and details the types of secondary associated tasks which SNAs may often perform. The circular is available at:
www.circulars.gov.ie/pdf/circular/education/2014/30.pdf.
My department has established a dedicated SNA Workforce Development Unit (SNAWDU) within its special education section, in order to ensure that sufficient time and attention is given to examination of the SNA role and any reform or development required.
The SNAWDU will adopt a more strategic approach to SNA policy development with the objective of developing an enhanced SNA service which delivers the best outcome for children with significant care needs in our schools.
In this regard the SNAWDU has begun work on establishing the first SNA Workforce Development Plan (SNAWDP). The plan will be developed over the next 2 years in consultation and collaboration with stakeholders including SNAs, school management bodies, unions, schools, parents and children. It is envisaged that the key areas that the plan will address are:
– Review and development of the SNA role, including a review of Circular 30/2014
– Establishment of a quality assurance framework
– Establishment of a SNA learning and development programme
– Supporting SNA recruitment, retention and diversity
– Development of a communications strategy to ensure optimum communication and collaboration with all stakeholders to achieve the vision of the SNAWDP
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
255. Deputy Alan Farrell asked the Minister for Education the timeframe for when primary schools can expect to receive their ICT grants; and if she will make a statement on the matter. [46098/23]
View answerThe Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support its implementation, committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
The previous Digital Strategy for Schools 2015 to 2020 saw overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding enabled schools to invest in appropriate digital infrastructure to enable the embedding of the use of digital technology in teaching, learning and assessment.
Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021.
My Department intends to issue the next tranche of ICT grant funding in the 2023 to 2024 school year. The specific timing for issue of the ICT grant is subject to the availability of Exchequer funding and the wider capital needs of the Department including the building programme to ensure the supply of school accommodation.
As part of the forthcoming Review of the National Development Plan, my Department’s aim is to provide better clarity and certainty for schools on the timelines for payment of minor works and ICT grant funding.
256. Deputy Alan Farrell asked the Minister for Education the details of the capital projects that have been undertaken by her Department in Dublin Fingal since June 2020; the funding allocated each year; and if she will make a statement on the matter. [46099/23]
View answerThrough Project Ireland 2040, we are investing at least €5 billion over the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for almost one million students and over 100,000 staff that learn and work in our schools every day.
My Department has a proven track record of delivery. During the period June 2020 to date, 140 projects were completed in Dublin of which 12 building projects in the Dublin Fingal constituency area. There was a total capital investment in school building infrastructure in Dublin of over €800 million during the period 2020 to date. This relates to all areas of capital expenditure such as the aforementioned building projects but also Minor Works Grant funding, Emergency Works projects, Summer Works projects, Furniture and Equipment etc. A breakdown of all of this expenditure for individual constituencies is not readily available.
The key drivers of capital investment in the schools sector are as follows:
•demographic change, including keeping pace with delivery of SEN and accommodation for Ukrainian pupils particularly at Post Primary level,
•alignment with housing provision and national planning at school planning area level,
•climate action objectives including deep energy retrofit.
There are 38 projects ongoing under the Large Scale and Additional Accommodation Schemes in Dublin Fingal constituency area. The current status of all projects and completions from 2010 to date is listed on a county by county basis at www.gov.ie and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
In addition, where accelerated delivery of accommodation is required, the Department utilises its Modular Accommodation Framework to provide critical mainstream school places and places for students with special educational needs. There are currently 8 Modular Accommodation projects underway in the Dublin Fingal constituency area.
Key priorities for my Department are supporting the operation of the school system and adding necessary capacity to cater for special education needs provision, mainstream demographics and catering for students from Ukraine and other countries under the International Protection system.
257. Deputy Alan Farrell asked the Minister for Education the number of the SNA positions budgeted for in 2023 that were filled; and if she will make a statement on the matter. [46100/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
SNAs play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
SNAs are allocated to schools as a school based resource and not to individual children. The deployment of SNAs within schools is a matter for the individual principal/board of management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
The NCSE advises that all of the 1,194 posts sanctioned in Budget 2023 will be allocated by the 31 December 2023.
Schools can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students. Detailed information on the NCSE exceptional review process is published on the NCSE website: www.ncse.ie/application-for-sna-exceptional-review.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
