Written Answers Nos. 135 - 144
135. Deputy Sean Fleming asked the Minister for Education and Skills if a person (details supplied) can be put on the pay rates that were in existence in 2010; and if he will make a statement on the matter. [6260/17]
Amharc ar fhreagraThe teacher the Deputy refers to is employed in the Education and Training Board (ETB) sector. As the details of her pay and service are held by the ETB, the question should be referred to the ETB which will be able to address the specifics of the case.
136. Deputy Anne Rabbitte asked the Minister for Education and Skills if current members or spokespersons of the teacher exchange programme can form part of the discussion group and action of the voluntary transfer scheme for permanent teachers currently being drafted to bring proposals to his Department management and patrons; and if he will make a statement on the matter. [6262/17]
Amharc ar fhreagraProposals, such as a Voluntary Redeployment Scheme for permanent primary teachers, are normally dealt with through negotiations conducted under the auspices of the Teacher Conciliation Council.
The Teacher Conciliation Council is part of the scheme of Conciliation and Arbitration for Teachers and was set up to deal with claims and proposals relating to the Terms and Conditions of employment of teachers. The Council is composed of representatives of teachers, school management, the Department of Education and Skills, the Department of Public Expenditure and Reform and is chaired by an official of the Workplace Relations Commission.
The Irish National Teachers’ Organisation (INTO) represents primary teachers on the Council.
137. Deputy John Lahart asked the Minister for Education and Skills the amount of funding that was allocated to the secondary education committee in 2015 and 2016; if his Department has any input on the administrating of these funds from the committee; and if he will make a statement on the matter. [6266/17]
Amharc ar fhreagraThe amount of funding provided to the Secondary Education Committee by my Department was €6.75 million in each of the years 2015 and 2016.
The Secondary Education Committee then disburses funds to the Protestant fee-charging schools on behalf of pupils who would otherwise have difficulty with the cost of fees and who, in the absence of such financial support, would be unable to attend a second level school of a reformed church or Protestant ethos. This fund ensures that necessitous Protestant children can attend a school of their choice.
These arrangements are underpinned by way of a Memorandum of Understanding. The Memorandum of Understanding is agreed between my Department and the Secondary Education Committee.
138. Deputy Louise O'Reilly asked the Minister for Education and Skills the number of children awaiting psychological assessment in the Fingal area; and if he will make a statement on the matter. [6268/17]
Amharc ar fhreagraThe Deputy may be aware that my Department’s National Educational Psychological Service (NEPS) provides an educational psychological service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA). Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly.
NEPS does not maintain waiting lists but, in common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult with the NEPS service should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will a psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
I would advise if there are concerns in relation to the educational development of any student that these should be raised, in the first instance, with the Principal of the school he/she is attending, with a view to the Principal raising the situation with NEPS.
139. Deputy Louise O'Reilly asked the Minister for Education and Skills the number of children diagnosed with autism spectrum disorder in Fingal; and if he will make a statement on the matter. [6269/17]
Amharc ar fhreagra141. Deputy Louise O'Reilly asked the Minister for Education and Skills the number of children availing of autism spectrum specific services in Fingal, by type of service, in tabular form; and if he will make a statement on the matter. [6271/17]
Amharc ar fhreagraI propose to take Questions Nos. 139 and 141 together.
The 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.
In respect of children with ASD who are unable to learn effectively in a mainstream class for most or all of the school day even with appropriate supports, they may be enrolled in special classes within mainstream schools or in special schools where more intensive and supportive interventions are provided.
As the Deputy's questions relate to the prevalence of children with a diagnosis of ASD and those availing of ASD services in a specific area, I have referred the questions to the National Council for Special Education (NCSE) for their consideration and direct reply.
The NCSE's Autism Policy Advice on Supporting Students with Autism Spectrum Disorder (ASD) in Schools noted that there were almost 14,000 students diagnosed with autism in schools. This indicates a national ASD prevalence rate of 1.55% or 1 in every 65 students.
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.
My Department provides a range of supports for schools which have enrolled pupils with special educational needs in order to ensure that, wherever a child is enrolled, they will have access to an appropriate education.
The range of supports and services which are made available include additional learning and resource teaching support, Special Needs Assistant (S) support, funding for the purchase of specialised equipment, services of the National Educational Psychological Service (NEPS), enhanced levels of capitation in Special schools and Special Classes and additional teacher training.
The NCSE is responsible, through its network of local Special Educational Needs Organisers (SENO), for allocating resource teachers and Special Needs Assistants (S) to schools to support students with special educational needs, including autism. The NCSE operates within the Department's criteria in allocating such support.
The NCSE also provides information for Parents of Children with Special Education Needs through its website (www.ncse.ie) and Pamphlet Series which inform parents and guardians of supports and services available for children and young people with ASD and their families.
Also, for children with autism, the school year is extended to include the month of July. This is commonly referred to as 'the July Provision Programme'. This is typically delivered in the child's school, but where the school is not in a position to deliver this, it can be provided as home tuition.
My Department supports the professional development of staff working with children with special educational needs, including those with Autism, through the Special Education Support Service (SESS).
Further support is provided to children and their families by the Middletown Centre for Autism in Co. Armagh. This centre is jointly funded by my Department and the Department of Education in Northern Ireland. The Centre provides a comprehensive nationwide training service for parents and educational professionals. Parents can view the range of courses which the Centre has available through the website www.middletownautism.com.
The availability and provision of health-related therapy services, including speech and language, occupational therapy and sensory therapy support, is the responsibility of the Health Service Executive (HSE), and matters in relation to the provision of such services should be directed to the Minister for Health through the Health Service Executive. My Department has no responsibility or mandate for such services.
140. Deputy Louise O'Reilly asked the Minister for Education and Skills the number of children in receipt of home tuition in Fingal; the total number of hours provided; and if he will make a statement on the matter. [6270/17]
Amharc ar fhreagraThe purpose of the Special Education Home Tuition Scheme is to provide a compensatory educational service for children who, for a number of reasons such as chronic illness, are unable to attend school. The scheme also provides a compensatory educational service for children with special educational needs seeking an educational placement and provision is made for early educational intervention for children with autism.
In terms of the number of children in receipt of home tuition for 2016/17 school year, my Department does not maintain statistics for specific areas within counties. Statistics available show that there are:
- 30 children with a diagnosis of ASD, aged between 2.5yrs and 3yrs of age
- 259 children with a diagnosis of ASD aged over 3 years and
- 85 children with a significant medical condition currently availing of home tuition in City and County Dublin.
Children aged 2.5 years with a diagnosis of ASD are not eligible for enrolment in an early intervention class and qualify for 10 hours tuition per week under the terms of the Home Tuition Grant Scheme should the parent wish to avail of it. Home Tuition continues from their 3rd birthday if no placement in a school based autism early intervention class is available for them. The number of hours tuition per week will then increase to 20 for eligible children.
When a child with an autism diagnosis reaches 4 years of age they may be accommodated in a number of settings. In such circumstances, a school placement can be a place in a mainstream class in a mainstream school, a place in a special class attached to a mainstream school, a place in an early intervention class for children with ASD (where the child will not reach the age of 6 during the school year), or a place in a special school. Where there is no educational placement available, my Department will consider applications under the Home Tuition Grant Scheme, where the child can receive 20 hours home tuition per week and until a placement is available.
The Home Tuition Grant Scheme is an interim measure to provide for education until an educational placement becomes available. When a school placement becomes available the Home Tuition Grant will be discontinued.
My Department also operates a Home Tuition Grant Scheme for children, other than those with special education needs, who do not have a school place, are without the offer of a school place and for whom a school place is being actively sought. The purpose of this Grant Scheme is to provide funding towards provision of a compensatory educational service for children who do not have a school place. Application forms for this Home Tuition Grant Scheme are available from the local Educational Welfare Officer of the Child and Family Agency.
In addition, my Department operates a Maternity Related Absences Home Tuition scheme. The purpose of the Maternity Related Home Tuition scheme is to provide funding towards the provision of a compensatory education service for girls who are unable to attend school due to pregnancy. Statistics for these schemes are held on a county basis only. Currently in County Dublin there are 16 children who have been granted 9 hours per week under these two schemes.
143. Deputy Aindrias Moynihan asked the Minister for Education and Skills the progress of a school (details supplied) in regard to the capital grants scheme for 2019. [6284/17]
Amharc ar fhreagraThe Deputy will be aware that a building project for the school in question is included in my Department's 6-Year Construction Programme (2019/21). My Department is in contact with the school authority in the context of formulating the project brief, including the determination of the long term projected enrolment.
144. Deputy Aindrias Moynihan asked the Minister for Education and Skills the progress of a school (details supplied) in regard to the capital grants scheme for 2019. [6285/17]
Amharc ar fhreagraThe Deputy will be aware that a building project for the school in question is included in my Department's 6-Year Construction Programme (2019/21). My Department is in contact with the school authority in the context of formulating the project brief, including the determination of the long term projected enrolment.
