Tuesday, 23 Oct 2012

Written Answers Nos. 237-259

Services for People with Disabilities

Ceisteanna (237, 238, 239, 240, 241, 242)

Jonathan O'Brien

Ceist:

237. Deputy Jonathan O'Brien asked the Minister for Education and Skills in relation to training in Middletown centre for Autisum Spectrum Disorder, if he will provide a breakdown of the number of people participating in each of the training topics provided by Middletown; the number of classroom hours of training in each topic per person trained; the details of the correspondence with the professional bodies who approved the training in each topic to ensure that international standards of best practice in the respective topics are met. [46101/12]

Jonathan O'Brien

Ceist:

238. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of children with Autism Spectrum Disorder who have attended Middletown and the length of time those children attended. [46102/12]

Jonathan O'Brien

Ceist:

239. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of children with Autism Spectrum Disorder that have been directly treated by staff employed by Middletown; the numbers of hours per child treated at the centre and through outreach by staff employed at Middletown. [46103/12]

Jonathan O'Brien

Ceist:

240. Deputy Jonathan O'Brien asked the Minister for Education and Skills if he will define the term affected as used by Middletown in relation to its affect on over 400 children with Autism Spectrum Disorder; the way the affect on children attending Middletown is measured; and if he will provide a definition of the term trained as used in the Middletown Inspection Report. [46104/12]

Jonathan O'Brien

Ceist:

241. Deputy Jonathan O'Brien asked the Minister for Education and Skills if he will confirm that the most common duration of course delivery for the 3,000 persons trained at Middletown is two hours. [46105/12]

Jonathan O'Brien

Ceist:

242. Deputy Jonathan O'Brien asked the Minister for Education and Skills if he will provide details of independent reviews of the effectiveness of courses in Middletown in terms of their delivery of training and value for money and to provide a breakdown of the amounts paid to fund individual courses. [46106/12]

Freagraí scríofa

Minister for Education and Skills

I propose to take Questions Nos. 237 to 242, inclusive, together.

The Middletown Centre for Autism is an initiative jointly funded between my Department and the Department of Education in Northern Ireland. The Centre is aimed at supporting the promotion of excellence in the development and harmonisation of education and allied services to children and young people with autistic spectrum disorders. I have arranged for the questions raised by the Deputy to be forwarded to the Middletown Centre for Autism for their attention and direct reply.

Teaching Qualifications

Ceisteanna (243)

Jonathan O'Brien

Ceist:

243. Deputy Jonathan O'Brien asked the Minister for Education and Skills his views on whether short courses in a specialised discipline such as behaviour analysis, that are provided for continuous professional development for teachers does not equate to an approved qualification in that specialised discipline, especially when international standards of training exist for that specialised discipline for example the Behaviour Analysis Certification Board: www.bacb.com. [46107/12]

Freagraí scríofa

Minister for Education and Skills

My Department provides for a comprehensive system of continuing professional development (CPD) for teachers in the area of special educational needs including teachers of children with Autism Spectrum Disorder (ASD). Central to this is the Special Education Support Service (SESS) which was established in September 2003. The brief of the SESS is to enhance the quality of learning and teaching of students with special educational needs through the provision of CPD and support for teachers in mainstream schools, primary and post-primary special schools, and special classes.

My Department has satisfied itself that research does not support the exclusive usage of any one approach as a basis for national educational provision for children with autism. It is for this reason that the preferred policy is for a child centred approach based on the individual child's needs. This approach is supported by ongoing monitoring of educational objectives to determine whether a child is benefiting from a particular intervention or range of interventions and to allow for appropriate adjustment to objectives and strategies.

Reflective of the important role of CPD, my Department, through SESS, has put in place a training programme for teachers in autism-specific interventions including Treatment and Education of Autistic Communication Handicapped Children (TEACCH) and Picture Exchange Communications System (PECS). Provision for CPD in relation to Applied Behaviour Analysis (ABA), within the learning and teaching context has been provided by SESS as follows: (a) Contemporary Applied Behaviour Analysis (C-ABA) Course - this course provides an introduction to ABA for practicing teachers in special education settings in Irish schools. The course teaches teachers the skills to 'design, implement and evaluate' interventions to change the behaviour of students in their care. This course does not purport to prepare teachers for any level of ABA-specific qualification. In terms of academic discipline this course presents behavioural concepts and principles through the educational lens. It is a course for teachers who are enabled to combine their educational qualifications and experiences, of which psychology is a central element, with concepts and principles of ABA for application in the learning and teaching of pupils with special educational needs including pupils with ASDs. It addresses the management of behaviour that interferes with children's learning and the provision of curricular experiences that are concerned with the holistic development of each child. This course is accredited within the context of the Post-Graduate Certificate/Diploma of Continuing Professional Development for Teachers working with Students with Special Educational Needs (Autism) by the National University of Ireland Galway (NUIG).b) Post-Graduate Diploma in Applied Behaviour Analysis - three fully-funded places per annum are made available to teachers to pursue this Diploma in Trinity College, Dublin.(c) Applied Behaviour Analysis (on-line) Course - this is a 20-hour Applied Behaviour Analysis online course. It is available with full or partial funding.(d) Visits from SESS Advisors (Behaviour) Team - the team provides for school visits and telephone support for teachers in-school support and mentoring, following attendance at the C-ABA course. Funding is also made available through the SESS support scheme enabling teachers to identify their own CPD needs and attend appropriate and relevant courses not provided directly by the SESS.

Special Educational Needs Staffing

Ceisteanna (244)

Charlie McConalogue

Ceist:

244. Deputy Charlie McConalogue asked the Minister for Education and Skills the total amount spent on the General Allocation Model at primary level; and if he will make a statement on the matter. [46110/12]

Freagraí scríofa

Minister for Education and Skills

Since September 2012 the combined resources available for learning support (General Allocation Model) and language support have been merged into a single simplified allocation process. There are currently over 4,700 such posts at an annual cost of circa €282 million allocated to primary schools. This expenditure includes the standard learning support/language support allocation that is given to all schools and the additional support that is provided to schools that have high concentrations of pupils that require language support. The need to reform the allocation of the General Allocation Model arose because the existing system operated primarily on the basis of 2003 enrolments which are long out of date and had been criticised by the Ombudsman for Children. Schools now have autonomy on how to deploy the resource between language support and learning support depending on their specific needs. The new single allocation for the General Allocation Model (GAM) and language support is based on the number of classroom teaching posts in each school in the previous school year. This simplified approach to (GAM) will make it easier to automatically update it annually in line with the changes in the number of classroom teachers in each school.

Special Educational Needs Expenditure

Ceisteanna (245)

Charlie McConalogue

Ceist:

245. Deputy Charlie McConalogue asked the Minister for Education and Skills the total budget special needs education this year and for each year over the past five years. [46111/12]

Freagraí scríofa

Minister for Education and Skills

I wish to advise the Deputy that this Government remains committed to the protection of frontline services for pupils with special educational needs. The Programme for Government sets out that education will be a priority for this Government and that we will endeavour to protect and enhance the educational experience of children, young people and students. Approximately 15% of the entire budget of my Department – some €1.3 billion – was spent in support of children with Special Educational Needs in 2011. The equivalent spends for 2007, 2008, 2009 and 2010 are €838m, €900m, €1bn and €1.2bn respectively. The provision for the current year is in line with expenditure last year and shows that despite the current economic difficulties, the overall level of funding for special education has not been cut. In line with this Government's commitment to frontline services for pupils with special educational needs:

- 10,575 whole time equivalent (wte) Special Needs Assistant (SNA) posts are being provided for primary, post-primary and special schools for the coming school year in order to support the care needs of pupils with disabilities.

- Approximately 9,950 learning support/resource teacher posts, including those provided under the General Allocation Model, are also being provided in primary & post primary schools in order to provide additional teaching support to pupils with special educational needs.

- Over 1,100 teachers are also being provided for in special schools providing teaching to pupils with various disabilities at much reduced pupil: teacher ratios, for example the autism PTR is 6:1 and the moderate general learning disability PTR is 8:1.

- Enhanced levels of school capitation are payable to most special schools and special classes and special School Transport arrangements for pupils with disabilities are provided at a cost of over €60m per year.

- Approximately €1.3m is also provided annually to schools for assistive technology support.

- Early educational intervention is provided for children with autism from 2½ years of age. There are now 76 early intervention classes for children with autism attached to mainstream schools that are funded by the Department. Funding is also provided through the home tuition programme for children with autism aged from 2 ½ years to 5 who are unable to access an early intervention class.

- An extended school year is also currently available for pupils who have either a severe/profound general learning disability or who have autism.

The continued commitment of this Government to special education provision, at a time when savings are being required across a range of expenditure areas has ensured that children with special educational needs can continue to have access to educational facilities in line with their requirements.

Finally, I wish to assure the Deputy that it is my intention that resources available to my Department are utilised to optimum benefit to ensure the best possible outcomes for students with special educational needs. In this regard my Department is seeking advice from the NCSE on policy options for the allocation of these resources in future, with a view to ensuring that the most appropriate and efficient model is in place in the coming years.

Student Grant Scheme Application Numbers

Ceisteanna (246, 247, 248)

Charlie McConalogue

Ceist:

246. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of students in total that have applied for a third level maintenance grant under Student Universal Support Ireland since it became operational; and if he will make a statement on the matter. [46118/12]

Charlie McConalogue

Ceist:

247. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of students who have applied for the maintenance grant under the Student Universal Support Ireland; the number that have received confirmation that their application was approved; the number who have received their first instalment; and if he will make a statement on the matter. [46119/12]

Charlie McConalogue

Ceist:

248. Deputy Charlie McConalogue asked the Minister for Education and Skills the date upon which students began to receive approval of their grant application form Student Universal Support Ireland; the dates of the period whereby the majority of those in receipt of grants under SUSI gained approval; and if he will make a statement on the matter. [46120/12]

Freagraí scríofa

Minister for Education and Skills

I propose to take Questions Nos. 246 to 248, inclusive, together.

56,604 on-line student grant applications were submitted to Student Universal Ireland (SUSI) by the official closing date which was 31st August 2012. SUSI is currently accepting applications after the official closing date in line with the discretion given to it under the Student Grant Scheme 2012. An additional 8,731 late applications have been received since the closing date. Priority is being given to applications received before the official closing date.

SUSI has completed initial assessments on a total of 60,227 of applications which have been approved to move to the documentary evidence stage of the process. 5,108 applications submitted after the official closing date are awaiting initial assessment.

Decisions have issued in respect of 13,486 applications, 3,795 of which have already been awarded a grant and 9,691 of which have either been refused or cancelled, where adequate documentary evidence has been submitted to enable a final decision to be made on an application. Students began to receive grant approval letters from SUSI on a rolling basis from 5th October.

As part of the overall improvement in service, all new student grants approved for this academic year will be paid by electronic funds transfer on a monthly basis directly to students' bank accounts, rather than by cheque to the relevant college. Those awarded a grant must supply bank account details and confirmation of registration must be received from the institution in order for the first instalment to be paid. Payments to students have commenced and will continue on a weekly rolling basis as grants are approved and bank details have been supplied by the student. Some 663 students received payment directly to their bank account on the 19th October.

Student Grant Scheme Administration

Ceisteanna (249, 250)

Charlie McConalogue

Ceist:

249. Deputy Charlie McConalogue asked the Minister for Education and Skills if he will confirm that 19,000 students have yet to return the required documentation to Student Universal Support Ireland in order to complete their application; if some 20,000 students have returned incorrect or incomplete information; and if he will make a statement on the matter. [46121/12]

Charlie McConalogue

Ceist:

250. Deputy Charlie McConalogue asked the Minister for Education and Skills the reason 20,000 students have returned incorrect or incomplete information in relation to the grant application to Student Universal Support Ireland; his views on whether the problem lies with the application form or the new system put in place; and if he will make a statement on the matter. [46122/12]

Freagraí scríofa

Minister for Education and Skills

I propose to take Questions Nos. 249 and 250 together.

At the time of response the figures quoted by Deputy Cannon were correct. There are still 16,351 cases where no documentation has been furnished by the applicants in response to SUSI's request. In addition, in a very significant number of cases an incomplete set of documentation was received and SUSI has had to make further requests to these students to submit the outstanding information. 19,629 document packs are currently in the process of being validated by SUSI – some 89% of these are cases where the initial pack submitted by the applicant was incomplete.

The submission of supporting documentation by students together with submitting a fully complete and legible application form has tradionally given rise to difficulties in relation to the timely processing of applications for student grants. The online application process addresses the issue of incomplete and difficult to read applications.

In order to ensure a decision on a student's application, it is critical that the required supporting documentation is provided. A number of measures were put in place by SUSI to try to address the perennial issue of incomplete documentation. Every student is issued with a personalised checklist of the documentation required to support their student grant application. The student also receives a guide which outlines where the requested documents may be sourced. The purpose of this process is to offer the student as much assistance as possible in returning the requested information. Copies of all requested documentation is now acceptable. In the past only original documentation was accepted. A pre-addressed envelope is included with the pack to facilitate the return of these documents. In spite of these measures there continues to be a significant number of applications where full documentation has not been submitted.

Where the applicant has not yet returned the outstanding documentation, SUSI is continuing to contact the applicants by email and text message to enable the applications to proceed to final decision stage. The matter of outstanding documentation is being kept under continuous review to ensure that every effort is being made to progress applications to final decisions as soon as possible.

Student Grants Data

Ceisteanna (251)

Charlie McConalogue

Ceist:

251. Deputy Charlie McConalogue asked the Minister for Education and Skills of the number of students in receipt of third level grants, under both the old system and under Student Universal Support Ireland, the number in total that are yet to receive confirmation of approval and the first of their instalments; and if he will make a statement on the matter. [46123/12]

Freagraí scríofa

Minister for Education and Skills

The attached tables give the processing position for renewal students who are being dealt with by local authorities and VECs and for new students who are being handled by Student Universal Support Ireland (SUSI). The tables give the position for student grant applications for attendance at both further and higher education. The migration of the new applications to SUSI has enabled the awarding authorities under the old system to deal with the renewals on a more efficient basis - these are generally more straightforward and require significantly less documentary evidence. The first table details the position in relation to continuing students who are renewing their grant for attendance on their existing course with their existing awarding authority, which will be either a local authority or a VEC. The information contained in this table has been compiled from data supplied to my Department by the existing 66 grant awarding authorities who are continuing to process renewal applications. The data presented reflects the latest available processing position as at week ended 5th October, 2012. The second table details the position under the new system and relates to new applications for 2012/13 being processed by SUSI, the new centralised grant awarding authority. The data presented reflects the processing position with effect from week ended 19th October, 2012. The information contained in this table has been supplied to my Department by SUSI.

66 Grant Awarding Authorities - Processing Position as at 5/10/2012

No. of Renewal applications	In Process	Ongoing/Further Information or Documentation requested	Refused/cancelled	Awarded	Yet to commence processing	Paid *
37,647	34,948	5,799	1,410	27,739	2,699	6,490

*Paid students do not include students who are paid directly by the Institutes of Technology

SUSI - Processing Position as at 18/10/210

No. of New Applications received	In Process	Ongoing/Further Information or Documentation requested	Refused/cancelled	Awarded	Yet to commence processing	Paid *
65,335	60,227	40,099	9,691	3,795	5,108	663

* These students received payment directly to their bank accounts on 19.10.12

Student Grant Scheme Eligibility

Ceisteanna (252)

Sandra McLellan

Ceist:

252. Deputy Sandra McLellan asked the Minister for Education and Skills the reason a person (details supplied) in County Cork did not receive a college maintenance grant; and if he will make a statement on the matter. [46148/12]

Freagraí scríofa

Minister for Education and Skills

Officials in my Department have confirmed with Student Universal Support Ireland (SUSI), the new centralised awarding authority, that the grant application of the student referred to by the Deputy for the 2012/13 academic year was refused. SUSI has confirmed that the applicant appealed their decision on 16th October and a determination will issue shortly. Where an individual applicant has had an appeal turned down, in writing, by SUSI, and remains of the view that SUSI has not interpreted the scheme correctly in his/her case, an appeal form outlining the position may be submitted by the applicant to the Student Grant Appeals Board. The relevant appeal form will be available on request from SUSI.

Schools Building Projects Status

Ceisteanna (253)

Clare Daly

Ceist:

253. Deputy Clare Daly asked the Minister for Education and Skills in view of the abandonment of a project (details supplied) in County Kilkenny by a builder if he will immediately organise for the recommencement of the project under a direct labour and materials contract. [46224/12]

Freagraí scríofa

Minister for Education and Skills

The extant contract for the school building project to which the Deputy refers, is between the school authorities and the contractor in question. Following notification from the school that works did not proceed as expected on October 8th, Department officials met with the school authorities and their Design Team to consider the next steps. My officials are liaising with the school authorities and are monitoring progress on this project.

Education and Training Boards Issues

Ceisteanna (254)

Michelle Mulherin

Ceist:

254. Deputy Michelle Mulherin asked the Minister for Education and Skills the criteria used to decide the categorisation of the proposed Mayo/Sligo/Leitrim Education and Training Broad as a Category 2 Education and Training Board; the criteria that was not met in assessing it for Category 1 status; the scores awarded to each of the Education and Training Boards in each criteria; and if he will make a statement on the matter. [46231/12]

Freagraí scríofa

Minister for Education and Skills

On 19 June last, my Department published Circular 0024/2012 which detailed the categorisation of the new Education and Training Boards (ETBs), once established, for the purposes of the pay scales applicable to Chief Executive Officers of these Boards. The categorisation of each ETB, including the Board encompassing Counties Mayo, Sligo and Leitrim, is based on a proposal set out by the Labour Relations Commission (LRC). It would not be appropriate for me to speculate on the criteria used by the LRC in formulating its proposal, or on how such criteria may have been applied in the case of the Mayo, Sligo and Leitrim ETB.

However, I am also aware of a perception that suggests these categorisations are an attempt to 'downgrade' some ETBs. I can confirm unequivocally that this categorisation relates only to determining the salary scale applicable to the Chief Executive Officer of each of the new ETBs. The categorisation laid out in the Circular has no role whatsoever in determining staffing numbers or structures in individual ETBs.

Student Support Schemes Issues

Ceisteanna (255)

Charlie McConalogue

Ceist:

255. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of students that availed of the new Bank of Ireland postgraduate loan scheme for the academic year 2012/13. [46235/12]

Freagraí scríofa

Minister for Education and Skills

The new loan initiative available from Bank of Ireland provides finance for fees and living costs. While developed in conjunction with the Department of Education and Skills, it is a Bank of Ireland product and further information on the terms and conditions of the loan, together with the numbers availing of it, is a matter for the bank.

Teacher Training Provision

Ceisteanna (256)

Charlie McConalogue

Ceist:

256. Deputy Charlie McConalogue asked the Minister for Education and Skills if he will publish a detailed implementation plan for the training of teachers from now until the beginning of the first phase of the new Junior Certificate cycle in 2014; and if he will make a statement on the matter. [46277/12]

Freagraí scríofa

Minister for Education and Skills

The implementation of the Framework for Junior Cycle will enable post-primary schools to provide a quality, inclusive and relevant education with improved learning outcomes for all students, including those with special educational needs. The framework document indicates that teachers will receive professional development in educational assessment, including processes of moderation, and providing feedback to students. Principals and deputy principals in their leadership role will receive professional development in curriculum leadership, educational assessment including moderation, and change management. Continuing professional development (CPD) will be provided on a phased basis in line with the roll out of curriculum changes in each subject. The details of the CPD programme will be worked out over the coming months and further information can be provided at a later stage.

Departmental Funding

Ceisteanna (257, 265, 266)

Charlie McConalogue

Ceist:

257. Deputy Charlie McConalogue asked the Minister for Education and Skills the details of the cost and savings associated with the new Junior Certificate cycle; and if he will make a statement on the matter. [46278/12]

Charlie McConalogue

Ceist:

265. Deputy Charlie McConalogue asked the Minister for Education and Skills in view of the fact that the Junior Certificate currently costs approximately €20 million a year, where will these funds be allocated to now and the amount of this that will be used for the new Junior Certificate programme; and if he will make a statement on the matter. [46286/12]

Charlie McConalogue

Ceist:

266. Deputy Charlie McConalogue asked the Minister for Education and Skills if funding for the new Junior Certificate cycle will be given directly to schools to implement the programme; and if he will make a statement on the matter. [46287/12]

Freagraí scríofa

Minister for Education and Skills

I propose to take Questions Nos. 257, 265, 266 together.

The costs which will arise relate in the main to professional development for principals, deputy principals and teachers. Investment in professional development for teachers will begin in 2013 and be significantly scaled up in the years thereafter. The key needs will be for professional development in assessment approaches, in school moderation, in the development of short courses, and in subject reforms. Given the budgetary circumstances, it will be necessary to provide for these funds through a redeployment of existing resources within the Department's budget, while also finding the savings already necessary within the Budget. From 2017 onwards there will be some savings in the budget of the State Examinations Commission as the role of the Commission in assessment at junior cycle is reduced, but these will be absorbed in the reform of the Leaving Certificate and in ongoing implementation of reform at Junior Cycle.

State Examinations Reviews

Ceisteanna (258)

Charlie McConalogue

Ceist:

258. Deputy Charlie McConalogue asked the Minister for Education and Skills if some element of external examiners will still be used in the new Junior Certificate cycle; and if he will make a statement on the matter. [46279/12]

Freagraí scríofa

Minister for Education and Skills

Over time the external examination is to be phased out and externally set, administered and marked examinations will no longer be a feature of the final assessment at Junior Cycle. During the transition period, elements of the external examination will continue to be in place until phased out.

State Examinations Reviews

Ceisteanna (259)

Charlie McConalogue

Ceist:

259. Deputy Charlie McConalogue asked the Minister for Education and Skills the way he will ensure that the new Junior Certificate cycle is implemented in a consistent manner and to the same standard across all schools; and if he will make a statement on the matter. [46280/12]

Freagraí scríofa

Minister for Education and Skills

Extensive quality assurance measures are built into the new Junior Cycle. These include subject specifications with clear learning outcomes; a comprehensive profession development programme for teachers, principals and deputy principals in educational assessment, including processes of moderation; and the introduction of standardised tests for all schools and students in English reading, Mathematics and Science and in Irish reading for Irish-medium schools; the development of an assessment and moderation toolkit. Additional quality assurance measures in relation to assessment at end of junior cycle include the following:

- The SEC will provide final assessment papers and marking schemes for subjects until the new school-based system of assessment is fully established

- For English, Irish and Mathematics, the SEC will initially mark these papers. This arrangement will continue until standardised testing becomes established in junior cycle;

- For the school work component, schools will undertake internal moderation in accordance with the guidelines on moderation for Junior Cycle assessment which will be formally confirmed by the principal;

- The results awarded on every school certificate will be sent to the DES. The DES will monitor the national and school patterns along with the results in the standardised testing of reading, Mathematics and Science. This monitoring will provide further quality assurance and identify any local or national anomalies. A report on overall trends will be published regularly. In the event of an unusual pattern of achievement, the Inspectorate of the DES will be advised, and support and evaluation measures will be provided for the school.

In addition, national monitoring of standards will be complemented by continued participation in national and international assessments.