Written Replies Nos. 44 to 53
44. Deputy Thomas Pringle asked the Minister for Education and Skills if he will work with the Oireachtas Committee on Education and Skills so that it can produce its report on the baptism barrier earlier in order that any proposed reforms can be included in the Equal Status (Admissions to Schools) Bill and be enacted for the school year 2017/2018; and if he will make a statement on the matter. [35018/16]
Amharc ar fhreagraI included a specific action in the Action Plan for Education that expresses my commitment to working with the Committee to deliver changes in this area.
The Government proposed and the Dáil agreed that the Equal Status (Admissions to Schools) Bill proceed to second stage in June 2017. This will allow parents, patrons and other stakeholders to have their say and to ensure that that the right balance can be struck between competing rights and that there would be no unintended consequence that would create an adverse impact on the schools of minority denominations.
I believe that this matter requires time to allow adequate scrutiny and debate in order to ensure any new approach is reasonable, fair and workable.
I believe that the work of the Education and Skills Committee will be invaluable in that regard.
The Education (Admission to Schools) Bill 2016 does not propose any changes to section 7(3)(c) of the Equal Status Act and I propose to advance the Bill separately from the issues before the Committee.
As I have said previously, I believe that this is the correct way to proceed. In this way, we can ensure that the important pragmatic changes contained in the Education (Admission to Schools) Bill can be implemented as quickly as possible, and not be tied up with contentious issues that could end up in the Courts. At the same time, we can in this way give the time and space for the complex issues involved in the Equal Status Bill to be properly teased out.
It is also important to note that even if the Education (Admission to Schools) Bill is enacted by the Oireachtas in the coming months it cannot apply in respect of admissions in September next because schools have begun that process already.
45. Deputy Bríd Smith asked the Minister for Education and Skills his views on whether the current discussions between the Association of Secondary Teachers in Ireland, ASTI, and the Workplace Relations Commission, WRC, will result in pay equality in the education sector; and if he will make a statement on the matter. [35155/16]
Amharc ar fhreagraI welcome the decision by ASTI last week to suspend its two industrial actions i.e. their one day strikes and their withdrawal from Supervision and Substitution duties. I also welcome the fact that a process has started under the auspices of the Teachers Conciliation Council (TCC) aimed at finding a resolution to this dispute.
Discussions are taking place under the auspices of the TCC, to which the Department, school management and teacher unions are all party. As the proceedings of the TCC are confidential, it would not be appropriate for me to make any further comment.
It would not be helpful for me to conduct negotiations over the airwaves or on the floor of the Dáil. Our focus remains on the talks, and therefore I am not going to say anything here that might impact on the conduct of those talks, other than to say I hope that the process will be successful in resolving all of the issues involved.
46. Deputy Thomas Pringle asked the Minister for Education and Skills the progress the National Council for Curriculum and Assessment is making on the implementation of the education about religions and beliefs, ERB and the ethics curriculum proposals; when he expects it to be rolled out to all schools; and if he will make a statement on the matter. [35020/16]
Amharc ar fhreagraThe Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector recommended in its report that programmes in Education about Religion and Beliefs (ERB) and Ethics be developed. The NCCA was asked, by one of my predecessors, in response to the report, to explore the development of such programmes.
The NCCA produced a Consultation Paper in 2015 outlining the proposed rationale, vision, aims and features of a curriculum in ERB and Ethics, and engaged in an extensive consultation process with patrons, education partners, schools, teachers and parents.
I have just received a report on the consultation process from the NCCA, which will be published shortly. The report outlines the key messages arising from the consultation process and emerging directions for the development of a curriculum. I am considering the NCCA’s advice on the approach to be adopted in developing curriculum provision for Education about Religions and Beliefs and Ethics at primary level.
47. Deputy Clare Daly asked the Minister for Education and Skills if he has read the 2015 annual report of the appeals officer appointed under the Residential Institutions Statutory Fund Act 2012; the action being taken by his Department to direct Caranua to address the failings highlighted in that report; and if he will make a statement on the matter. [34880/16]
Amharc ar fhreagraThe 2015 Annual Report of the independent Appeals Officer appointed to consider appeals against decisions of Caranua (the Residential Institutions Statutory Fund) was presented by me to the Houses of the Oireachtas on 20 September last in fulfilment of the statutory requirement set out in section 21 of the Residential Institutions Statutory Fund Act 2012. The Report is a summary of the Appeals Officer’s work during the reporting period and includes a number of relevant case studies, statistical information, etc. The Report also addresses a number of operational and policy issues that arose in the course of the Appeals Officer’s work and it also provided an update on a number of issues that had been raised in his first Annual Report which covered 2014.
As Caranua is an independent statutory body I, as Minister, have no role in relation to its day to day operations. Accordingly, it is a matter for Caranua itself to respond to and address any relevant issues of concern raised by the Appeals Officer.
I note that in his report the Appeals Officer has welcomed the fact that during 2016 Caranua agreed to expand the range of approved services it could support and that it amended its guidelines and application form, thus addressing some of the concerns he had raised in his 2014 and 2015 reports.
48. Deputy Fiona O'Loughlin asked the Minister for Education and Skills his plans to include social inclusion, labour market situation and social class composition in the criteria for awarding Delivering Equality of Opportunity In Schools, DEIS, status to schools; and if he will make a statement on the matter. [34887/16]
Amharc ar fhreagra63. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if he plans to delay the process of identifying new schools to participate in the Delivering Equality of Opportunity In Schools, DEIS, scheme until the publication of the census results in 2017; and if he will make a statement on the matter. [34886/16]
Amharc ar fhreagraI propose to take Questions Nos. 48 and 63 together.
As I have already announced, it is my intention to publish a new Action Plan for Educational Inclusion before the end of this year.
A process to review DEIS – the Action Plan for Educational Inclusion established last year is now nearing completion. The review is looking at all aspects of DEIS, including the range and impact of different elements of the School Support Programme, particularly the scope for increased integration of services provided by other Departments and Agencies, in order to improve effectiveness.
Among the measures to be included in the plan are a series of pilot schemes aimed at introducing measures which have been shown to work well in improving results for disadvantaged children and students. The plan is expected to include targeted measures in the area of:
- School leadership
- School networks and clusters
- Teaching methodologies
- Integration of schools and other State supports within communities
- Greater use of Home School Community Liaison services
The Review process also includes the development of a new methodology for the identification of schools in terms of educational disadvantage and is nearing completion. This new Assessment Framework will use centrally held CSO and DES data for the identification of schools. The relevant CSO data is based on information drawn from the Census of Population and includes the variables mentioned by the Deputy. It is proposed that the framework will have the capacity to be updated as required to take account of relevant new CSO and DES data.
The Review has also included extensive stakeholder consultation, in particular, engagement with relevant education partners, academics and practitioners to ensure that learning from the implementation to date of DEIS is factored into our plans for a renewed School Support Programme.
Implementation of actions arising from the Action Plan for Educational Inclusion will begin in the 2017/18 school year, and will be a continuing theme in our wider Annual Action Plan for Education.
Further information on the DEIS Review process is available on my Department’s website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Review-Process-Information-Note.pdf.
49. Deputy Margaret Murphy O'Mahony asked the Minister for Education and Skills the supports available for students with autism in both primary and secondary schools; and if he will make a statement on the matter. [35022/16]
Amharc ar fhreagraThe Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
Almost 14,000 students in schools have been diagnosed with autism. My Department invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 63% of students to attend mainstream schools
- 23% to attend special classes in mainstream primary and post-primary schools, and
- 14% to attend special schools.
The National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs) for processing applications from schools for special educational needs supports, including SNA support and resource teachers to support students with Special Educational Needs including Autism.
It is also the role of the NCSE to make appropriate arrangements to establish special classes in schools in various geographical areas as required.
At present, there are 1,153 special classes opened in schools for 2016/17, representing an increase of over 100% in the number of special classes which were available in 2011, which was 548. These comprise of 889 classes for children with Autism; 127 early intervention classes, 525 primary ASD classes and 237 post-primary ASD classes. This represents an increase of approx. 16% on 2015/16 classes for children with Autism.
This year, 12,900 Special Needs Assistants (SNAs) are available for allocation to schools, to the end of 2016, which represents an increase of 23% over the numbers allocated in 2011. Funding is being allocated to provide for the recruitment of 115 additional Special Needs Assistants from January 2017.
There are currently over 12,400 learning support and Resource Teacher posts in mainstream primary and post primary schools, providing additional teaching support to pupils with special educational needs including children with Autism.
Resources which are provided to schools to support children with Autism include the following:
- 2,200 extra teachers in mainstream schools specifically to support children with Autism.
- 889 special classes for students with autism – up from fewer than 80 in 2001.
- 20 special schools specifically for students with Autism
- One teacher and a minimum of two SNAs for every primary special class of six students with ASD and 1.5 teachers and a minimum of two SNAs for every post-primary special class.
- SNA support – About 69% of all students with ASD access SNA support.
- Assistive technology.
- Professional development for teachers.
- Access to the Special School transport scheme.
- Access to special equipment and furniture where required.
- Enhanced capitation grant.
- Adapted school buildings.
- Access to the extended school year scheme. (July Provision)
The Deputy will be aware that the NCSE has published updated policy advice on the Educational Provision for Children with Autism Spectrum Disorders. In developing this policy advice, the NCSE consulted widely with parents, professionals and other stakeholders and interested parties while also conducting research. The report includes 11 key Recommendations which focus on improvements which might be considered to the range of provisions which are currently available for children with Autism in schools.
The NCSE also have a range of Information Booklets available on their website (http://ncse.ie/information-booklets-pamphlets-2) for parents of children with special educational needs, which are written for parents to answer key questions they may have about special education, both generally and as it relates to their child.
50. Deputy John Curran asked the Minister for Education and Skills when the report to identify the barriers to accessing higher education for lone parents and examine measures to increase participation will be published (details supplied); and if he will make a statement on the matter. [35150/16]
Amharc ar fhreagraThe Programme for Government contains a commitment to commission an independent examination to identify the supports and barriers to accessing higher education for lone parents, and examine measures to increase participation.
In line with this commitment, my Department engaged a multi-disciplinary team in NUI Maynooth to undertake the independent review.
The review is being overseen by a steering committee comprising officials from my Department and from the Departments of Social Protection and Children and Youth Affairs, as well as the Higher Education Authority.
The review will examine existing data and describe the supports that are currently available for lone parents with a view to identifying the specific challenges faced by lone parents in accessing higher education. The intention is to identify measures and best practice that will address those challenges in the future.
The review is currently being finalised. This is a complex policy area that involves three Government Departments. Given the complexity of the issues involved, it is expected that the review will be completed before the end of the year. The publication date will be considered after the completed review has been made available to my Department.
However, the review was sufficiently progressed to inform policy discussions between the relevant Departments in advance of Budget 2017.
In this context, I secured additional funding in Budget 2017 to support more lone parents to participate in higher education. This new funding will be used to respond to the recommendations contained in the review.
This is in addition to the more than €400 million in student supports that are being made available by my Department in the 2016/17 academic year, and which will support more than 80,000 students to participate in higher education.
Further details on the programmes which the extra funding in Budget 2017 will support will be announced shortly.
The additional funding I received for lone parents in Budget 2017 will be complemented by measures announced by my colleague, the Minister for Social Protection, to assist lone parents to return to education. These measures include the reintroduction of the €500 annual cost of Education allowance.
The Minister for Children & Youth Affairs also is introducing a programme of affordable childcare which will be of significant help to lone parents who are using childcare.
51. Deputy Seán Crowe asked the Minister for Education and Skills if a school (details supplied) has applied for a defibrillator to ensure the safety of a child at the school; the outcome of that request; if alternative funding is available; his Department’s approach to making funding available to children with life threatening conditions in mainstream schools; and if he will make a statement on the matter. [34883/16]
Amharc ar fhreagraMy Department provides funding to schools towards the cost of assistive technology, for pupils in Primary, Post Primary and Special schools, for personal computers and specialist software for educational purposes under the Assistive Technology scheme, as set out in my Department's Circular 0010/2013. Equipment is provided under the scheme for children with more complex disabilities who require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the school's existing provisions.
The National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports, including assistive technology. SENOs make recommendations to my Department where assistive technology is required.
Under the terms of the Assistive Technology scheme, a defibrillator could not be considered to be Assistive Technology as it is a device used for medical reasons rather than for educational purposes. Technology required for medical purposes is outside the remit of my Department.
Queries relating to medical aids and appliances should be addressed to the Health Service Executive (HSE). It is open to the school and the child's parents to contact the local Health Centre in this regard using contact information available on www.HSE.ie .
52. Deputy Mick Wallace asked the Minister for Education and Skills if his Department plans to include specific training on the Traveller and Roma community as a compulsory component of teacher education and continuous professional development for primary and post-primary teachers as recommended by advocacy groups (details supplied); and if he will make a statement on the matter. [35029/16]
Amharc ar fhreagraBoth initial teacher education and continuing professional development for teachers contain elements that are relevant to the Traveller and Roma communities.
Initial teacher education (ITE) programme providers aim to prepare their student teachers to meet the diverse needs of all their pupils.
The compulsory components of ITE are outlined in the Teaching Council’s “Initial Teacher Education: Criteria and Guidelines for Programme Providers (2011)”. One such component is Inclusive Education (Special Education, Multiculturalism, Disadvantage, etc.) and the “Criteria and Guidelines” also set out learning outcome that are relevant. For example, graduates of ITE programmes are expected to demonstrate knowledge and understanding of:
- Children’s rights, including their right to a voice in various matters that relate to their lives
- the factors that promote and hinder effective learning, the impact of pupils’ backgrounds and identities on learning and the need to provide for the holistic development of the learner, particularly through differentiated approaches.
A graduate is further enabled to:
- apply knowledge of the individual potential of pupils, dispositions towards learning, varying backgrounds, identities, experiences and learning styles to planning for teaching, learning and assessment;
- apply his/her knowledge of pupils’ holistic development to his/her teaching and promote social responsibility;
- foster good relationships with and among pupils based on mutual respect and trust and meaningful interactions;
- communicate effectively with pupils, parents, colleagues, the school principal, school management, co-professionals and the wider community by using appropriate skills, styles and systems to suit the given situation and setting.
Graduates must also practise within the statutory framework for education, including child protection guidelines, and will know and uphold the core values and professional commitments which are set out in the Teaching Council’s “Code of Professional Conduct” (2016). This specifically references a number of ethical values, such as respect, trust, care and integrity that underpin standards of teaching, knowledge, skill, competence and conduct, all of which are important in addressing the complex nature of inclusion.
Teachers are life-long learners who are continually adapting over the course of their careers to enable them to support their students’ learning. To support life-long learning Cosán, the framework for teachers’ learning, was launched in March 2016 by the Teaching Council. One of the key learning areas identified by Cosán is inclusion. In this regard, teachers are encouraged to engage in learning aimed at “improving their capacity to address and respond to the diversity of students’ needs; enable participation in learning, cultures and communities; and, remove barriers within and to education through the accommodation and provision of appropriate structures and arrangements to enable each student to achieve the maximum benefit from his/her attendance at school.”.
The Deputy will be aware also that my Department provides continuing professional development (CPD) for teachers through a range of short courses, summer courses and post graduate programmes. The Professional Development Service for Teachers (PDST) is the largest provider of in-service CPD to teachers in primary and post primary schools. Its main aim is to ensure high quality, consistent and cohesive CPD support in response to national priority areas and emerging local needs. The PDST Health and Wellbeing team promote the inclusive methodologies inherent in the SPHE curriculum which emphasise the importance of celebrating diverse cultures and accepting difference.
53. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he will consider changing the way in which pupil-teacher ratio, PTR, is organised to ensure that no class in any school is above the agreed PTR; and if he will make a statement on the matter. [35193/16]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided to primary schools is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally. It currently operates on the basis of a general average of 1 classroom teacher for every 27 pupils, with lower thresholds for DEIS Band 1 schools ranging from 20:1 to 24:1 depending on type of school.
The allocation of teaching posts to primary schools on this basis reflects the varying factors in each school, such as classroom accommodation and fluctuating enrolment year to year. School authorities are requested to ensure that the number of pupils in any one class is kept as low as possible, taking into account all of the above factors. The Department also requests school authorities to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes. With over 21,700 classes in over 3,100 primary schools throughout the country, there will always be variations in class sizes at individual school level.
