Niamh Smyth
Question:363. Deputy Niamh Smyth asked the Minister for Education if a person (details supplied) can get a place on the school bus to Virginia college; and if she will make a statement on the matter. [11687/24]
View answerSchool Transport
Questions (363)
Written answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
Children are eligible for transport 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 will be accommodated on school transport services where such services are in operation.
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 the following conditions:
• an application is made by the deadline date
• there is an existing service in place
• there is spare capacity on the service;
• routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis;
• no additional State cost will be incurred;
Temporary Alleviation Measures (TAMS) at post-primary level are continued for the current school year. Under these measures, transport will be provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
The availability of concessionary transport may vary from year to year and cannot be guaranteed for the duration of a child’s post primary school education cycle. 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 an agreed selection process.
Bus Éireann has advised that the pupil referred to by the Deputy is not eligible because they are not attending their nearest post primary school/centre.
Bus Éireann review all school transport services over the summer months. Arising from this review, routes may be altered or extended depending on the number and location of eligible children who will be availing of school transport for the following school year. Following this, Bus Éireann will liaise with the family referred should seats become available on a service for the 2024/25 school year.
School Staff
Questions (364)
Emer Higgins
Question:364. Deputy Emer Higgins asked the Minister for Education how her Department plans to address significant delays in returning teachers from abroad receiving payroll as the backlog can take up to 22 weeks; and if she will make a statement on the matter. [11706/24]
View answerWritten answers
The criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
To qualify for an award of incremental credit, a teacher and their prior work experience being claimed must satisfy the eligibility criteria set out in the relevant circular. An award of incremental credit cannot be made where the eligibility criteria is not satisfied.
When an application for incremental credit is received in the Department, it is checked to ensure that it is fully completed. Applications are managed in date received order.
Applications can take up to 20 weeks to be fully processed but most are dealt with well within this timeframe. Factors that impact on this processing time include incomplete application forms and conflicting information on the application form. Please be advised that if a teacher meets the criteria set out in Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers, incremental credit will be awarded and any monies due paid accordingly.
My Department has recently introduced changes to the incremental credit application process. This is on foot of a review of the overall process and is aimed at reducing the processing times of applications resulting in applicants receiving a decision on their application in a shorter time period.
School Accommodation
Questions (365)
Niall Collins
Question:365. Deputy Niall Collins asked the Minister for Education if she can address the issues raised in correspondence (details supplied); and if she will make a statement on the matter. [11708/24]
View answerWritten answers
I wish to advise the Deputy that provisional approval was issued to the school in question for 1xEarly intervention classroom, 1x Special education classroom and 1x Mainstream classroom in May 2022. This project is currently at stage 1 with the Delivery section in the Department.
The school also received approval for 1 Modular Special Education needs classroom which is currently in place in the school and 3x Special Education Teaching rooms.
I wish to confirm that my Department received an application from the school authority in question in November 2023 under the Additional Schools Accommodation Scheme.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs 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 the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
The school in question currently has teaching space being used for purposes other than for the provision of primary education. The onus is on the Board of Management and the Patron to ensure that there is sufficient accommodation to meet the school’s long-term projected enrolment and any development which may arise in the area. In that regard, where additional accommodation is required at the school in the future, any accommodation used for purposes other than primary school provision must revert to mainstream use as soon as the need arises. The use of classrooms for teaching and learning is the priority for my Department.
The application for additional accommodation has been assessed in this context and the school authority has been notified of the decision.
Special Educational Needs
Questions (366)
Cian O'Callaghan
Question:366. Deputy Cian O'Callaghan asked the Minister for Education if she will examine a case (details supplied) whereby a child does not have a special education place for September 2024; and if she will make a statement on the matter. [11713/24]
View answerWritten answers
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.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113 million will be dedicated to providing supports for children with special educational needs.
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 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs 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, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these 71 are in Dublin, 48 at primary and 23 at post-primary level. This brings to 534 the number of special classes in County Dublin, 408 at primary level and 126 at post-primary level.
In relation to the student referred to by the Deputy, the NCSE has advised my department that the NCSE regional team continues to work closely with the family regarding special education placements options.
Parents may contact special educational needs officers and team managers directly using the contact details available on the NCSE's website at: www.ncse.ie/regional-services-contact-list.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years
School Staff
Questions (367)
Cian O'Callaghan
Question:367. Deputy Cian O'Callaghan asked the Minister for Education if she is aware of the ongoing recruitment issues in St. Michael's House; if there is a strategy in place to address these issues; and if she will make a statement on the matter. [11714/24]
View answerWritten answers
Ensuring 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.
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.
To help support special schools with teacher supply issues in this school year my department has provided guidance and recommendations to special schools through the National Association of Boards of Management in Special Education (NABMSE) to include - the flexible deployment of staffing resources, the employment of Route 3 registered teachers on fixed-term contracts and clarification around substitute teachers.
Budget 2024 contained a range of measures that demonstrate my commitment to continued investment in our education system.
• A professional masters’ of education incentive scheme will be introduced for newly qualified teachers graduating in 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 in 2025.
• 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).
• Ensuring initial teacher education providers created existing flexibilities that enable student teachers to support schools, either while on placement, or in a substitute capacity. In 2022/23, more than 2,700 3rd and 4th-year undergraduate student teachers registered with the Teaching Council and provided valuable support to schools as substitute teachers. In February this year there were over 3,500 registered under Route 5 on the Teaching Council register.
• Continuing the operation of primary substitute teacher supply panels in 2023/24, with 590 teaching posts allocated to 166 panels covering nearly 2,900 schools. This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave.
• Newly qualified teachers (NQTs) employed in primary schools from 14 November 2023 may apply to the Teaching Council to complete the Droichead process while employed on a Supply Panel or Principal Release Time Post. The measure has been extended to the end of the 2024/2025 school year. This measure increases the attractiveness of these posts to NQTs, and supports primary schools to provide substitute cover.
• Encouraging retired teachers to provide substitute cover. A communications campaign ran in early 2023 resulting in an increase in the number of teaching days provided by retired teachers of 49%, an increase of over 17,000 days between the 2021/22 school year, and the 2022/23 school year. A new communications campaign has begun recently to encourage retired teachers to return to teaching.
• The 50 day pension abatement waiver, for retirees returning to work, has been extended for a further two years to the end of 2025.
• Restrictions on job-sharing teachers and those on a career break from working as substitutes have been reduced.
• 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.
The teacher allocation ratio in primary schools is now at the lowest ever seen at primary level. The average student-per-teacher ratio in primary schools reduced by 10% between 2017 and 2023.
Teaching remains an attractive career choice;
• Starting pay for Primary teachers is over €41,000 and for post primary teachers over €42,000 since October under the extension to Building Momentum. Further increases will arise under the new public sector pay agreement once it is ratified by union members.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 122,000 now on the Teaching Council register.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
Special Educational Needs
Questions (368)
Cian O'Callaghan
Question:368. Deputy Cian O'Callaghan asked the Minister for Education if she is aware of a situation in a school (details supplied) whereby there should be seven SET teachers, but they currently only have one due to problems with long-term and short-term cover recruitment; what actions are being taken to address these recruitment issues which are widespread; and if she will make a statement on the matter. [11719/24]
View answerWritten answers
Ensuring 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 Department recognises the importance of providing well-timed and appropriate support to pupils with identified learning needs.
• The Special Education Teaching allocation for mainstream schools provides a single unified allocation for special educational support teaching needs to each school, based on the educational needs profile of each school.
• Schools are provided with ring-fenced SET resources for the purpose of supporting pupils with an identified and recorded special education learning need. This allocation allows schools to provide additional teaching support for pupils who require such support in their schools based on each pupil’s individual needs.
• It is a matter for schools to deploy SET resources effectively to meet the needs identified in the Student Support Plans, which should be based on the continuum of support framework. Once the Department allocates SET hours to a school it is the responsibility of the school and the board management to utilise the allocation to meet the needs of those students with special educational needs. Special Education Teaching Hours should only be used for their intended purpose to support pupils with an identified and recorded special education learning need.
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.
The responsibility for the recruitment and appointment of teachers to positions lies with each respective school authority, 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).
Budget 2024 contained a range of measures that demonstrate my commitment to continued investment in our education system.
• A professional masters’ of education incentive scheme will be introduced for newly qualified teachers graduating in 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 in 2025.
• 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).
• Ensuring initial teacher education providers created existing flexibilities that enable student teachers to support schools, either while on placement, or in a substitute capacity. In 2022/23, more than 2,700 3rd and 4th-year undergraduate student teachers registered with the Teaching Council and provided valuable support to schools as substitute teachers. In February this year there were over 3,500 registered under Route 5 on the Teaching Council register.
• Continuing the operation of primary substitute teacher supply panels in 2023/24, with 590 teaching posts allocated to 166 panels covering nearly 2,900 schools. This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave.
• Newly qualified teachers (NQTs) employed in primary schools from 14 November 2023 may apply to the Teaching Council to complete the Droichead process while employed on a Supply Panel or Principal Release Time Post. The measure has been extended to the end of the 2024/2025 school year. This measure increases the attractiveness of these posts to NQTs, and supports primary schools to provide substitute cover.
• Encouraging retired teachers to provide substitute cover. A communications campaign ran in early 2023 resulting in an increase in the number of teaching days provided by retired teachers of 49%, an increase of over 17,000 days between the 2021/22 school year, and the 2022/23 school year. A new communications campaign has begun recently to encourage retired teachers to return to teaching.
• The 50 day pension abatement waiver, for retirees returning to work, has been extended for a further two years to the end of 2025.
• Restrictions on job-sharing teachers and those on a career break from working as substitutes have been reduced.
• 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.
The teacher allocation ratio in primary schools is now at the lowest ever seen at primary level. The average student-per-teacher ratio in primary schools reduced by 10% between 2017 and 2023.
Teaching remains an attractive career choice;
• Starting pay for Primary teachers is over €41,000 since October under the extension to Building Momentum. Further increases will arise under the new public sector pay agreement once it is ratified by union members.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 122,000 now on the Teaching Council register.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
Schools Building Projects
Questions (369)
Steven Matthews
Question:369. Deputy Steven Matthews asked the Minister for Education the position regarding a new school building for a school (details supplied); and if she will make a statement on the matter. [11749/24]
View answerWritten answers
The project to which the Deputy refers is part of a school campus project at Kilbride, Co. Wicklow. It has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB).
I am pleased to inform you that the pre-qualification process for the project is underway and once complete and following Departmental approval, KWETB will continue with the tender process for appointing a contractor and onwards to construction in due course.
It is not possible at this time to give a date for the commencement of the project on site, but KWETB will be engaging directly with the school authority to keep it informed of progress in this respect.
Special Educational Needs
Questions (370)
Seán Canney
Question:370. Deputy Seán Canney asked the Minister for Education if she will support an application for an ASD unit for a school (details supplied); and if she will make a statement on the matter. [11753/24]
View answerWritten answers
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.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113 million will be dedicated to providing supports for children with special educational needs.
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 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs 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, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In December 2023, I was also very happy to announce with my colleague Minister Foley, the establishment of a further four new special schools for the 2024/25 school year in Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE for opening this current school year.
Of these 15 are in Galway, 10 at primary and 5 at post-primary level. This brings to 149 the number of special classes in County Galway, 90 at primary level and 59 at post-primary level. The vast majority of these class are autism classes and have a teacher/pupil ratio of 1:6.
In relation to the school referred to by the Deputy, the NCSE has advised my department that this school recently expressed an interest in opening a special class.
The NCSE actively encourages expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with existing special class vacancies and available accommodation options and assess their capability with consideration to demographical and statistical data.
Therefore, it may not be possible for the NCSE to sanction a new special class in every school that expresses an interest.
The NCSE acknowledge that circumstances may change, and they are committed to ensuring that both the parents and the school receive the necessary advice and support.
Parents will be duly notified as new special class placements become available and are sanctioned for the 2024/25 school year within the area.
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 SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available on the NCSE's website.
I want to assure you 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.
School Transport
Questions (371)
Ged Nash
Question:371. Deputy Ged Nash asked the Minister for Education further to Parliamentary Question No. 169 of 7 February 2024, to provide an update on when a person (details supplied) will receive a personal transport service; and if she will make a statement on the matter. [11758/24]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Bus Éireann are required to tender services in line with procurement guidelines and are responsible for the allocating and vetting of a contractor to operate this service.
In such circumstances where there is no existing suitable service available to meet a child's needs, and while Bus Éireann are in the process of sourcing a dedicated service, the Department will offer a Special Transport Grant (STG) towards the cost of private transport arrangements based on the number of days attended from the date of application until a suitable dedicated specialised service becomes available. School Transport Section of my Department has issued an STG sanction letter to the family referred in this regard.
Bus Éireann have advised that they are continuing to seek a transport service for the pupil mentioned by the Deputy. The service has been advertised in line with procurement legislation, the first tender process resulted in zero applications for this route. The service is currently out for tender again. The Local Bus Éireann Office have advised they will review any bids received once the closing date has passed in the coming days and will liaise directly with the family referred when a service is available.
Education Policy
Questions (372, 373, 387)
Michael Lowry
Question:372. Deputy Michael Lowry asked the Minister for Education her Department's stance on the awarding of exemptions from the study of the Irish language for students diagnosed with dyslexia (details supplied); and if she will make a statement on the matter. [11771/24]
View answerMichael Lowry
Question:373. Deputy Michael Lowry asked the Minister for Education her Department's stance on the awarding of exemptions from the study of the Irish language for students diagnosed with dyslexia (details supplied); who interprets the criteria to satisfy their own findings; if her Department is distancing itself from these decisions; the reason is it investigating the schools for making these decisions; and if she will make a statement on the matter. [11772/24]
View answerMichael Lowry
Question:387. Deputy Michael Lowry asked the Minister for Education who is responsible and liable when a student, diagnosed with dyslexia by a professional educational psychologist, is refused an exemption by school management; if he is aware of the impact that this can have on a student who may receive points to access their third-level course but cannot attend the NUI colleges of their choice because they failed Irish in the Leaving Certificate; and if she will make a statement on the matter. [11835/24]
View answerWritten answers
I propose to take Questions Nos. 372, 373 and 387 together.
I can advise the Deputy that new circulars governing the granting of exemptions from the study of Irish were published in September 2022 (Circular 0054/2022 Primary and Circular 0055/2022 Post Primary).
Exemptions from the study of Irish may only be granted by school management in accordance with the criteria set out in section 2.2 of the relevant circular. A diagnosis of disability is not included in criteria for eligibility for exemption outlined in these circulars. Decisions regarding eligibility for an exemption are informed by school-based information on a child or young person’s progress and response to intervention over time. Decisions regarding eligibility are not based on whether or not a child or young person has a diagnosis of disability, including dyslexia.
• It is recognised that within any category of disability that there is a broad spectrum of abilities, strengths and needs and that decision making in relation to educational provision is based on knowledge of the child or young person’s individual learning strengths and needs. This is a more inclusive approach that recognises the uniqueness of each individual child or young person, and that is consistent with current needs-based policy on supporting children and young people with special educational needs.
• Guidelines were issued to all primary and post-primary schools in 2017 on supporting pupils and students with special educational needs using the Continuum of Support framework, These guidelines demonstrate how effective provision for children and young people with special educational needs is situated within an inclusive whole-school framework. This is underpinned by effective teaching and learning for all, and meaningful collaboration and engagement between teachers, parents/guardians, children and young people, and other professionals, where appropriate.
• A psychological report or assessment is not required in order for teachers to provide support for children with literacy difficulties. Nor is it required to inform decision making regarding eligibility for Irish exemptions. The introduction of the 2017 needs based approach to supporting students with special educational needs signalled a move away from a disability or diagnosis-based model of allocating supports, which was deemed inequitable, to a more inclusive approach whereby children can access support in a timely manner based on needs identified over time in the school context. Teachers who work with children on a daily basis are best placed to identify needs, plan and monitor response to intervention, using the problem solving process outlined as part of the Continuum of Support framework.
For students with significant literacy needs, such as those where there are concerns that literacy attainments remain, despite intervention, at/below the 10th percentile, the school will most likely be providing support through the Continuum of Support process. Additional teaching support is provided by special education teachers who undertake assessment and identification of need as part of the problem solving approach outlined in the special education teaching guidelines. This process informs the development of Student Support Plans. Therefore the school will have evidence on an individual’s Student Support file of ongoing support, response to intervention and current level of need as identified in school testing to support the application for an exemption. The granting of an Irish exemption emerges from this process where the student’s literacy needs are significant and persist despite evidence-informed intervention. The granting of an exemption from the study of Irish should not be a key factor in planning for the provision of special education teaching for a student or for testing.
This process is in accordance with the Department’s Guidelines for supporting pupils with Special Educational Needs in Mainstream Schools developed by the National Educational Psychological Service (NEPS), the Department’s Inspectorate and Special Education Section: www.gov.ie/en/publication/edf64-guidelines-for-primary-schools-supporting-pupils-with-special-educational-needs-in-mainstream-schools/.
The Dyslexia Association of Ireland itself acknowledges that many students with Dyslexia successfully study Irish and the Association was consulted with by the Department in the drafting of the circulars.
An exemption from the study of Irish awarded by a school under the terms of circulars 0054/2022 or 0055/2022 applies to the study of Irish at primary and post primary level. Third level entry requirements are a matter for individual Higher Education Institutions (HEI) and students are advised to contact the relevant HEI in respect of their Irish exemption policy.
The authority to grant an exemption from the study of Irish was devolved to school management under the 1990s circulars and this has not changed. Should a school refuse to grant an exemption from the study of Irish to a student, then the applicant is free to make an appeal to the Irish Exemptions Appeals Committee (IEAC). The IEAC will review the case based on the documentation available to the school and in accordance with the criteria in section 2.2. of the circular. Should the IEAC determine that the student meets the criteria, then they will inform the school and require the school to give effect to their decision. This is a new appeals process contained in the revised 2022 circulars.
The Department has recently written to all primary and post primary schools reminding them of the criteria for granting exemptions from the study of Irish as set out in the circulars. The Department is in the process of writing to a number of schools where the level of exemptions granted appears to be higher than average and, based on their response, the Department may seek relevant documentation to assist consideration of the matter. The purpose of this exercise is to support schools in implementing the circulars and to identify any common factors that arise that may need to be addressed, with a view to ensuring all learners are supported to participate in Irish to the extent of their ability.
Question No. 373 answered with Question No. 372.
School Funding
Questions (374)
Steven Matthews
Question:374. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to delays in allocating emergency funding for a school (details supplied); if a timeline for drawdown can be provided; and if she will make a statement on the matter. [11776/24]
View answerWritten answers
My department provides funding for emergency repairs caused by sudden unforeseen events which require immediate action. In order to avail of this funding a school must submit an application to the Emergency Works Scheme. The school to which the deputy refers has not submitted such an application to date. My department will process any application submitted by this school and revert with a decision when all the relevant information has been received.
School Accommodation
Questions (375)
Mairéad Farrell
Question:375. Deputy Mairéad Farrell asked the Minister for Education when the second modular classroom in a school (details supplied) will be delivered; and if she will make a statement on the matter. [11777/24]
View answerWritten answers
I am pleased to advise the Deputy that approval under the Additional School Accommodation scheme issued to the school in question for the provision of a 1 x 100m2 Special Educational Needs (SEN) classroom. Kerrigan Sheanan Newman Construction Consultants (KSN) has been appointed, from the Department’s Framework, to design and tender the project. This consultant is leading the project through the various stages of planning process and construction. The Department is working closely with the Project Management teams and the modular accommodation suppliers to ensure additional capacity for the schools sector is delivered as quickly as possible.
The Department has been assured by the relevant project manager for the school in question that regular communication with the school authority is ongoing. The project management company have confirmed that bad weather had a significant impact on the expected time of delivery. The School Authority have been made aware of the current status by the project management company. The project is currently onsite with an expected completion date of mid-April.
The School Authority has devolved responsibility for delivery of this project.
Special Educational Needs
Questions (376, 377, 378, 379)
Michael Fitzmaurice
Question:376. Deputy Michael Fitzmaurice asked the Minister for Education if she will provide further clarity on the proposed changes to the current integration model for children with autism accessing special educational settings and mainstream classes/time; and if she will make a statement on the matter. [11781/24]
View answerMichael Fitzmaurice
Question:377. Deputy Michael Fitzmaurice asked the Minister for Education if the proposed changes are made to the current integration model for children with autism accessing special educational settings and mainstream classes/time, how will it affect the long-term integration for children with autism; and if she will make a statement on the matter. [11782/24]
View answerMichael Fitzmaurice
Question:378. Deputy Michael Fitzmaurice asked the Minister for Education the reason there is a proposed cut to hours available to children with additional needs in the settings; and if she will make a statement on the matter. [11783/24]
View answerMichael Fitzmaurice
Question:379. Deputy Michael Fitzmaurice asked the Minister for Education are other professionals aware of the proposed changes to the current integration model for children with autism accessing special educational settings and mainstream classes/time, how they will impact children, the impact on their education; and if she will make a statement on the matter. [11784/24]
View answerWritten answers
I propose to take Questions Nos. 376 to 379, inclusive, together.
I would like to thank the Deputy for the question.
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.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
As the SET allocation model has been in place since 2017 based on a 2014 NCSE report, my Department believed a review of the model was prudent. The department commenced a review in late 2022 to ensure that the model was meeting the changing needs in special education.
The review of the SET allocation model further identified that a programme of continuous development was required to ensure that the model was delivering effectively, both in supporting the changing needs in the education system, and for individual schools.
A high level roadmap has been discussed and agreed with our education partners during a series of consultations to enhance the inputs and improve the sensitivity of the model.
The journey of enhancement begins with the 2024/25 allocation by ensuring that the model has a strong foundation.
The key to building a solid foundation is ensuring that the data, for each pillar within the model, is already available to the department and provided by schools. Where data used in the model is received from external sources, it is critical that the information is being received on a consistent basis.
The guidance to schools on the proper deployment and usage of special education teaching hours remains unchanged, schools must deploy their SET resources in line with the Continuum of Support Special Educational Needs - A Continuum of Support www.gov.ie/pdf/?file=https://assets.gov.ie/40642/674c98d5e72d48b7975f60895b4e8c9a.pdf#page=null The guiding principle of the continuum is that the student with the greatest level of need should receive the greatest level of support.
The review of the SET allocation model further identified that a programme of continuous development was required to ensure that the model was delivering effectively, both in supporting the changing needs in the education system, and for individual schools.
The complex needs input, which was introduced in the 2017 model, was predicated on the provision of data from the HSE Children Disability Network Teams on children entering junior infants with special education needs who were assessed or triaged for a waiting list for assessment.
The review highlighted concerns in relation to the veracity and the consistency of the data provided on a national basis by the CDNT. This resulted in the potential for significant variations from one area of the country to another. In addition, it is not possible to verify whether all data reported relates solely to educational need as distinct from care needs, which are resourced through the Special Needs Assistant allocation process, or medical needs.
There has been some commentary that student with complex needs, are not catered for in this model and that schools do not have the resources to support children with complex needs. This is not the case
The review of the model identified concerns in relation to the completeness and accuracy of the data being provided by the HSE to the Department of Education, which meant that schools for whom no data was returned, even where there was significant need, might lose out. This data would also not encompass the significant numbers of children on HSE waiting lists, many of whom are in school.
The model is now utilising data provided to the Department of Education by individual schools so as to ensure resources are in the right place at the right time to meet the needs of children with complex needs in mainstream schools.
Complex need is now measured in two ways. Firstly, students who are performing at the lower levels in standardised tests, which indicate the greatest level of need for additional teaching support and secondly, the pupils with more complex needs and who have been exempted are given the highest weight. Once again, it is very important to clarify that the inputs to the model do not prescribe which children should receive support through the additional teaching resources, schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs. This was the position in 2017 and remains the position now.
Therefore the revised profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
The review of the SET model focused on ensuring that we had the best possible data available to inform the distribution of resources to our schools.
Our policy relating to supporting all of our children in our schools based on their level of need remains unchanged.The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.
I would like to assure you that there have been no cuts to mainstream Special Education Teaching posts in the education system. There are now more Special Education Teaching posts than ever before in schools.
I would like to clarify that the SET allocation provides additional teaching learning support to a mainstream school to support the learning needs of their pupils in mainstream classes and has no impact on the matter of reduced schools that you raised.
My Departments view is that all students who are enrolled in a school should attend for the full day and it should only be in very exceptional circumstances that students do not attend for a full day. Reduced timetables should not be used as a behavioural management technique in the form of a sanction. It is acknowledged that reduced timetables may be helpful in exceptional circumstances as part of a transition or reintegration intervention, based on the needs of individual students.
The Department Of Education in conjunction with the Department of Children and Youth Affairs and Tusla Education Support Service have created guidelines for schools on the use of reduced timetables. These guidelines provide clarity to school authorities and parents/guardians around the use of reduced timetables in schools, to ensure that the use of reduced timetables are limited to only those circumstances where it is absolutely necessary and, that where such usage occurs, schools follow best practice with the interests of the student to the fore.
Tusla Educational Welfare Officers are available to provide parents/guardians with advice and support in relation to their child’s attendance at school.
During the review process, the department sought and listened to the views, concerns and issues raised by our education partners and schools around the existing model. The engagement with our key stakeholders, including staff representatives and management bodies, took place on a number of occasions in order to get feedback on the current model and to take on board the issues that needed to be considered for a revised model.
I would like to clarify that there has been no change made with regards to school placements and the continuum of provision where approximately 98% of all children, including those with special education needs, are educated in mainstream classes
The National Council for Special Education (NCSE) is responsible, through its network of Special Needs Organisers (SENOs for the identification, delivery and co-ordination of education services to children with disabilities. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
It is a priority of the Minister that the NCSE is properly resourced to have a visible and effective presence in our schools and to guide and support our parents and children on their educational journey. In Budget 2023, the government provided an additional €13 million for the expansion of services within the NCSE. This will mean an increase of up to 161 additional staff in the organisation, a workforce increase of 50%. As a result of the additional funding allocated to the NCSE, it is intended to increase the number of SENOs to approximately 120, from the previously sanctioned 73. As the NCSE recruits additional SENOs, they are progressively altering the current team structure, from a regional to a county basis with an assigned number of SENOs for each county.
Question No. 377 answered with Question No. 376.
Question No. 378 answered with Question No. 376.
Question No. 379 answered with Question No. 376.
School Accommodation
Questions (380)
Pádraig O'Sullivan
Question:380. Deputy Pádraig O'Sullivan asked the Minister for Education for an update on the building project for an ASD unit for a school (details supplied); and if she will make a statement on the matter. [11785/24]
View answerWritten answers
The school to which the Deputy refers, was approved a project under my Departments Additional Schools Accommodation (ASA) scheme for the provision of a one class SEN base.
I can confirm that the school have been approved to stage 3 of the architectural design process. In recent days, the school have noted Health and Safety concerns associated with the delay in progressing their project. Officials from the Department have been in contact with the principal to discuss this further.
Whilst this project has been devolved to the school authority for delivery, the Department is engaged directly with the school to provide whatever practical assistance and advice is necessary to implement this important project for the wider school community.
School Textbooks
Questions (381)
Jim O'Callaghan
Question:381. Deputy Jim O'Callaghan asked the Minister for Education the breakdown, by county of the 212,000 students enrolled in approximately 670 post-primary schools who will benefit from the new scheme to provide free schoolbooks, in tabular form. [11794/24]
View answerWritten answers
On 5th March I announced details of a new ground-breaking scheme which provides free schoolbooks to Junior Cycle students in post-primary schools in the Free Education Scheme. Special schools who have Students enrolled in Junior Cycle programmes will also receive this funding. More than 213,000 students enrolled in approximately 670 post-primary schools and 70 special schools, will benefit from the new scheme.
The investment of €68 million in 2024 significantly increases the funding that is currently provided for schoolbooks and introduces a free schoolbooks scheme to Junior Cycle years in all post-primary schools in the Free Education Scheme. It reinforces the Government’s commitment to expand the free schoolbooks scheme to schools nationwide, as resources allow.
This scheme will ensure that parents and guardians of students enrolled in Junior Cycle years in post-primary schools in the Free Education Scheme will not be asked to buy or rent any schoolbooks for the 2024/25 school year. This is a permanent measure and will ease some of the financial burden facing families with back-to-school costs.
The term ‘schoolbooks’ includes all relevant textbooks, including ebooks, and workbooks identified by schools as necessary for completion of the curriculum for each subject.
The objective of the new scheme is about ensuring every child and young person enrolled in Junior Cycle years in post-primary schools in the Free Education Scheme have the resources required to access education and easing the financial burdens surrounding the back-to-school costs, which can be a cause of financial difficulty for many families each year.
The Department has published guidance for schools and information for parents on how the new scheme will operate. www.gov.ie/schoolbookschemes
The most recent validated enrolment figures which is held by my Department on junior cycle enrolments show that 213,225 students were enrolled in junior cycle years in the 2022/23 school year. This figure also includes children who are enrolled in Junior Cycle programmes in special schools.
|
County |
Children benefitting |
Number of Schools |
|
Carlow |
3,914 |
11 |
|
Cavan |
3,395 |
11 |
|
Clare |
5,215 |
17 |
|
Cork |
25,271 |
87 |
|
Donegal |
10,719 |
28 |
|
Dublin |
44,568 |
175 |
|
Galway |
11,577 |
49 |
|
Kerry |
7,515 |
27 |
|
Kildare |
9,812 |
30 |
|
Kilkenny |
6,000 |
15 |
|
Laois |
3,412 |
11 |
|
Leitrim |
2,242 |
7 |
|
Limerick |
8,296 |
32 |
|
Longford |
3,423 |
9 |
|
Louth |
7,075 |
18 |
|
Mayo |
7,222 |
26 |
|
Meath |
9,304 |
25 |
|
Monaghan |
2,576 |
11 |
|
Offaly |
3,682 |
11 |
|
Roscommon |
2,888 |
9 |
|
Sligo |
3,627 |
14 |
|
Tipperary |
7,494 |
30 |
|
Waterford |
5,902 |
20 |
|
Westmeath |
4,943 |
16 |
|
Wexford |
7,990 |
25 |
|
Wicklow |
5,163 |
26 |
|
Total |
213,225 |
740 |
School Accommodation
Questions (382)
Bernard Durkan
Question:382. Deputy Bernard J. Durkan asked the Minister for Education the action in hand to address the ongoing safety concerns of parents regarding their children's safety travelling to a school (details supplied), including the safety and limitations of the structure they are schooled in; the proposed timeline for providing a new school building; and if she will make a statement on the matter. [11807/24]
View answerWritten answers
The project to which the Deputy refers, has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a bundled school building programmes.
The project is currently at Stage 1 of the architectural design process. The process of appointing the design team was recently completed in Q1 2024. The design team will now take the project through the various stages of design and architectural planning. It is not possible to provide a timeline for the project at this early stage. The NDFA have and will continue to engage directly with the school authorities to keep them informed of progress.
It is open to the school authority to make an application to my Department under the Emergency Works Grant scheme to urgently address more immediate health and safety risks. The scheme provides funding for urgent works to those schools that are in need of resources as a result of an emergency situation. The scheme also provides funding to facilitate inclusion and access for special needs pupils on receipt of an enrolment application from such a pupil and/or for staff members.