Written Answers. - Special Educational Needs.
Jack Wall
Ceist:
48
Mr. Wall
asked the
Minister for Education and Science
the specific proposals he will bring forward to cater for the special education needs of asylum seekers, both adult and children; the proposals he has to promote a greater attitude of tolerance and opposition to racism among school pupils; and if he will make a statement on the matter.
[16131/00]
I am pleased to inform the Deputy that new measures were introduced recently to ensure that there is appropriate educational provision in place for non-English speaking pupils at primary school level.
Primary schools which have 15 or more non-national pupils with significant English language deficits will be automatically entitled to an additional temporary teacher for a period of up to two years. Schools with 35 or more such pupils will be entitled to two temporary teachers. Where two schools operate on one campus and have 15 or more such pupils they will be entitled to an additional temporary teacher on a shared basis. Schools eligible for additional teacher or teachers will also receive a once-off grant of £200.
Primary schools in which between four and 14, inclusive, non-English speaking non-national pupils are enrolled will receive grant assistance. Schools with between four and nine such pupils will receive grant assistance in the amount of £5,000 while schools with between ten and 14 will receive grant assistance in the amount of £7,500. This grant aid is intended to enable schools to take appropriate measures to improve the standard of English of non-national pupils with significant English language deficits. Schools with three or fewer such pupils are expected to pro vide for the educational provisions of those pupils from their existing resources.
At second level, my Department has allocated approximately 12 whole-time equivalent teaching posts in the current school year specifically to cater for the needs of children who do not speak English as their first language. Individual post-primary schools or vocational education committees may apply for additional teaching hours in respect of non-national students who may have particular English language deficits.
The Programme for Prosperity and Fairness provides that the arrangements in relation to the allocation of teachers to cater for the education of refugees and asylum seekers will be subject to review. In addition, the refugee language support unit, established under the auspices of Trinity College, will be provided with a budget of the order of £1.2 million over the period of the programme to co-ordinate action for language tuition for refugees to assist them along the pathway to independent living. The unit's functions are fulfilled in co-operation with the Refugee Agency, FÁS and refugee groups themselves. In addition, refugees are among the groups catered for as part of the adult literacy programme provided by the vocational education committees.
All non-national pupils who are validly enrolled are included in the total enrolment of a school for the purpose of capitation grants, free books and other grants on the same basis as Irish pupils.
A greater attitude of tolerance can be fostered in schools in the context of civic, social and political education. This is a core subject in the junior cycle for recognised post-primary schools. Civic, social and political education aims to prepare students for active participatory citizenship. It is based on a number of central concepts. These include democracy, rights and responsibilities, human dignity, law and stewardship. The study of civic, social and political education helps pupils to understand and respect human rights. One of the key aims is the development of skills to allow pupils to participate fully in the democratic process. It aims to help students to recognise this participation as a basic human right of all, irrespective of colour, class or creed.
The study of CSPE facilitates the co-operation between the school and outside agencies who have expertise in the community. During the European Year Against Racism in 1998 much useful resource material was developed by organisations such as the National Youth Council of Ireland. The curriculum development unit of the City of Dublin VEC has developed modules on human rights education in partnership with the CSPE support service and Trócaire and is currently running a pilot project on education for reconciliation. At the heart of these materials, and others being developed by a number of non-governmental organisations for use in schools, is the understanding and appreciation of difference and the fostering of an attitude of tolerance to all difference.
The issues of tolerance and anti-racism are also addressed in the new primary school curriculum through the social, personal and health education programme. One of the aims of this programme is to help pupils recognise and acknowledge the various cultural, religious or ethnic groups that exist in society and to instil in them a respect for and an appreciation of human and cultural diversity.
