Written Answers Nos. 199-210
199. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which special needs school places are readily available at primary and second level throughout the country at appropriate locations to ensure the availability of such places within reason for children seeking the facilities; and if he will make a statement on the matter. [17133/17]
Amharc ar fhreagra204. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which facilities for children with autism or Asperger's syndrome continue to remain available and accessible at primary and second level throughout the country; and if he will make a statement on the matter. [17138/17]
Amharc ar fhreagra205. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which facilities to meet the educational needs at primary and second level of children with autism or Asperger's syndrome throughout County Kildare remain available; and if he will make a statement on the matter. [17139/17]
Amharc ar fhreagraI propose to take Questions Nos. 199, 204 and 205 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 Special Educational Needs who cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided.
The Deputy will also be aware that it is the role of the National Council for Special Education (NCSE) to make appropriate arrangements to establish special classes and special school placements where the need for such placements has been identified.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required.
The NCSE operates within my Department's criteria in allocating such support. Special Classes and Special Schools are staffed with a lower pupil–teacher ratio ranging from 6-1 to 12-1, on the basis of disability categorisation of pupils attending the school.
There are currently 1,152 special classes nationally, which is an increase of over 100% on the number available in 2011. Of these, 126 are ASD early intervention classes, 526 are primary ASD classes and 236 are post-primary ASD classes. The remainder are non-ASD special classes. 125 special schools also provide specialist education for those pupils who need it, from infants to eighteen years of age.
With regard to Kildare in particular there are 4 special schools, 7 non-ASD special classes Special Classes and 59 ASD special classes, including 6 ASD early intervention classes, 41 primary ASD classes and 12 post primary ASD classes.
The NCSE, in consultation with the relevant education partners, must take into account the present and future potential need, location and sustainability in looking to establish special classes in certain areas. In this regard the NCSE has advised that they are continuing to engage with schools in opening special classes where there is an identified need for special class provision and in order to ensure there are sufficient placements available to meet demand.
Parents/guardians may contact their local SENO directly to discuss their child's special educational needs and to seek assistance in identifying placement options, using the contact details available on www.ncse.ie.
200. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which his programme for the replacement of prefabricated buildings continues at primary and second level throughout the country; the number of prefabs still to be replaced; and if he will make a statement on the matter. [17134/17]
Amharc ar fhreagraAs the Deputy is aware, it is my intention that over the lifetime of my Department's 6-year Capital Programme (2016-2021) to replace all purchased temporary accommodation with permanent accommodation, where the need is established. To enable this development, my Department will be carrying out an assessment of the number of prefabs being used in schools to delivered the curriculum. This will also determine whether or not individual prefabs need to be replaced in the context of the long-term accommodation needs of each individual school. When completed, this assessment will quantify the number of prefabs to be replaced.
It is intended that this assessment when finalised will enable the replacement of such prefabs to commence in 2019. A funding provision of €180 million is being made available from 2019 for this initiative in the programme.
As the Deputy will also be aware, it can be necessary to make use of temporary rented accommodation in order to meet the accommodation needs of schools, when an immediate or short-term need arises. For example, a school may require a temporary building in circumstances where a major school construction project is planned. Such temporary accommodation is removed when the major project concerned is completed.
201. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which psychological assessments are accessible as required in the primary and second level sectors; and if he will make a statement on the matter. [17135/17]
Amharc ar fhreagraI can inform the Deputy that my Department’s National Educational Psychological Service (NEPS) provides educational psychology 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), full details of which are on the Department's website. 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.
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 focused consultative approach to maximise 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 their NEPS psychologist 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 the 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 that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
202. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which class sizes and pupil-teacher ratios continue to improve arising from the steps taken over the past three years; and if he will make a statement on the matter. [17136/17]
Amharc ar fhreagraBudget 2016 introduced a 1 point improvement (from 28:1 to 27:1) to the primary staffing schedule which has been implemented for the current school year and it should be noted that the current staffing schedule of 27:1 for primary schools has restored it to the position it was at prior to the fiscal crisis.
Budget 2017 sets out the resources available for schools for the 2017/18 school year. This Budget represents the start of a major reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade. The budget provides for over 2,400 additional teaching posts for our primary and post primary schools next year. This includes additional teaching posts to meet demographic need, curriculum reform, additional guidance posts, additional resource teaching posts, addition teaching support for DEIS schools and the strengthening of school leadership.
The 2017/18 school year will see a significant increase in teacher numbers (almost 4,700) in our schools compared to the 2015/16 school year.
The Programme for Government has a commitment to reduce class sizes at primary level and it is my intention to make further improvements to class sizes over the life of the Government.
203. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which e-technology has become available to all schools at primary and second level throughout the country; and if he will make a statement on the matter. [17137/17]
Amharc ar fhreagraThe Digital Strategy for Schools 2015-2020 (Enhancing Teaching, Learning & Assessment), launched in October 2015, sets out a clear vision that is focused on realising the potential of digital technologies to transform the learning experience of students by helping them become engaged thinkers, active learners, knowledge constructors and global citizens who participate fully in society and the economy.
This policy document sets out a plan to embed ICT in teaching learning and assessment through an ambitious programme of works for the period 2015-2020 across a number of headings:
- Theme 1: Teaching, Learning and Assessment Using ICT
-Theme 2: Teacher Professional Development
- Theme 3: Leadership, Research and Policy
- Theme : ICT Infrastructure
An evidence-based approach was used to develop the Strategy, including an analysis of the 2013 online census of teachers and principals (available at http://www.erc.ie/documents/ict_cencus2013_summaryreport.pdf). The survey showed that teachers and schools are positively disposed to using ICT and are reasonably well resourced in that regard but there remains some challenges in the areas of connectivity at primary level and in training and development. The four Themes emerged as a roadmap for the embedding of ICT in teaching, learning and assessment.
The implementation of the Strategy is currently underway with funding of €210m committed towards its implementation. The first tranche of this funding, €30m, issued recently to schools for the upgrade of ICT infrastructure. The need to provide funding for this purpose was highlighted in the Census analysis. The criteria for funding provides that each school is expected to draw up an eLearning Plan using a whole school approach and taking account of its context and circumstances. The Plan will outline the vision of the school for the embedding of ICT in teaching, learning and assessment and incorporates targets and priorities for improvement and development.
Presently, all schools in the country are offered a broadband internet connection to promote and facilitate the use of eLearning Technology. There is a vast array of internet-based digital tools in use in classrooms, including Interactive Whiteboards, laptops, desktop computers, projectors, tablet computers, software packages and apps, visualisation and mapping tools, digital content and resources.
The decision on which digital tool to use to best support teaching and learning in the implementation of the curriculum is made by each individual school. The emphasis will now however be on the use of these digital tools to effectively embed ICT in teaching, learning and assessment in line with the Digital Strategy.
The PDST Technology in Education provides a range of support services for schools on the effective use of digital technologies in teaching, learning and assessment through a variety of means including workshops, blended learning CPD courses, good practice videos, advice on ICT equipment and digital learning tools. It is part of the national support service, the Professional Development Service for Teachers and operates under the remit of my Department. It also manages the Department’s on-line Education Portal Scoilnet.ie which is a key source of online high quality digital content made available for all schools and facilitates sharing of digital resources and good classroom practice between teachers. The website provides in excess of 12,000 + resources aligned with the primary School Curriculum and the Post Primary Subject Syllabus.
206. Deputy Michael Ring asked the Minister for Education and Skills the reason SUSI has not issued a reply to a query (details supplied); and if he will make a statement on the matter. [17145/17]
Amharc ar fhreagraMy officials have contacted SUSI who has advised that the delay in responding to the Deputy’s request was because it was in the process of carrying out a full review of the case. This review is now complete and shows that the applicant in question commenced renewing her application on 23 June 2016 but failed to complete it before the priority closing date of 8 July 2016. SUSI subsequently announced a final online closing date of 3 November 2016 which the applicant also appears to have missed.
Under the statutory based Student Grants Scheme, decisions regarding late applications are matters to be determined by Student Universal Support Ireland (SUSI).
The online application system for the 2016/17 academic year, closed on the 3rd of November 2016. Students wishing to make an application after that date must satisfy one of the following criteria in order to be granted access to make a late application:
1. The course started after the online closing date;
2. The applicant had a change of circumstance after the online closing date, regarding one or more of the following:
- Reckonable income;
- Number of dependent children;
- Relevant persons commencing an approved course;
- Normal residence;
- Nationality or immigration status; and/or
- Change of course or institution.
3. The applicant experienced extenuating circumstances that adversely affected her ability to make an application prior to the online closing date of 3 November 2016 e.g. a close bereavement or medical condition.
Having made enquiries with the awarding authority, I have been advised that this student did not meet the qualifying criteria for late applications and was notified accordingly.
207. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he will sanction the necessary funds for a school (details supplied) for the much needed upgrade works that were deferred in 2016 and are due to be carried out in 2017. [17146/17]
Amharc ar fhreagraThe school to which the Deputy refers has been approved funding for electrical works under my Departments Summer Works Scheme 2016/2017.
The school recently requested a funding uplift for the project on foot an increased scope of works. Further information has been requested from the school on foot of this development. When this has been received and reviewed, a decision will issue to the school directly.
208. Deputy Brian Stanley asked the Minister for Housing, Planning, Community and Local Government if approval will be given to visually impaired voters to vote independently by secret ballot in view of the recent decision by the High Court on this issue; and if he will make a statement on the matter. [16930/17]
Amharc ar fhreagra231. Deputy David Cullinane asked the Minister for Housing, Planning, Community and Local Government his views on the right of visually impaired voters to vote in secret following the recent High Court ruling; the steps he will take to ensure these rights are implemented. [17062/17]
Amharc ar fhreagraI propose to take Questions Nos. 208 and 231 together.
My Department endeavours to ensure that the voting process is as accessible and inclusive as possible, while ensuring the integrity of the ballot. To that end I made regulations on 20 October 2016 - the Electoral Regulations 2016 (S.I. No. 537 of 2016) - which provide for ballot paper templates to be provided at polling stations at referendums. These templates will facilitate visually impaired voters to vote in secret. My Department is in the process of procuring, on behalf of returning officers, ballot paper templates for use at referendums. A tendering process for this has been completed in recent weeks with the helpful input of the National Council for the Blind in Ireland and returning officers. Existing arrangements, where a visually impaired voter may seek the assistance of a companion or a Presiding Officer, at a polling station, remain unchanged. My Department will, in 2017, continue examination and consideration of arrangements to facilitate visually impaired voters to vote in secret at elections. This will include re-examining the possible use of ballot paper templates for elections.
In the meantime my Department is examining the 30 March 2017 judgement of the High Court in advance of the Order of the Court being made.
209. Deputy Thomas P. Broughan asked the Minister for Housing, Planning, Community and Local Government his plans to support the provision of local, community and social infrastructure and services in Dublin 5 and Dublin 13, including the newer north fringe region; and if he will make a statement on the matter. [16833/17]
Amharc ar fhreagraThe promotion of higher densities of physical development along transport corridors and other strategic urban locations promoted through high level planning policy frameworks must be accompanied by investment in enabling physical and social infrastructure.
This broad approach is enshrined in the 10 principles of national policy set out in the National Planning Policy Statement 2015, Principle 2 of which states that:
“Planning must proactively drive and support sustainable development, integrating consideration of its economic, social and environmental aspects at the earliest stage to deliver the homes, business and employment space, infrastructure and thriving urban and rural locations in an economically viable manner that will sustain recovery and our future prosperity.
Furthermore Principle 2 states that:
“Planning is about creating communities and further developing existing communities in a sustainable manner by securing high quality urban design through the design, delivery and co-ordination of new development providing a good quality of life for all existing and future users of land and buildings.
More broadly, the national level policy approach in relation to residential densities in urban areas is set out in my Department’s Guidelines for Planning Authorities on Sustainable Residential Development in Urban Areas, published in May 2009 under Section 28 of the Planning and Development Act 2000, as amended, which are available at the following link: http://www.housing.gov.ie/search/archived/current?query=sustainable%20urban%20development.
The objective of these Guidelines is to ensure local authorities bring about high quality and sustainable urban development using their development planning and management functions to deliver:
- quality homes and neighbourhoods;
- places where people want to live, work and raise families; and
- places that work in relation to the provision of infrastructure.
The Guidelines set out the policy context for achieving sustainable development by balancing the need to ensure the highest standards of residential design, which encompasses building lay-out, design and heights, and the need to ensure efficient use of scarce land and infrastructural resources and the avoidance of urban sprawl. The Guidelines place a heavy emphasis on the importance of provision of public infrastructure, such as public transport, community and sports facilities, as densities increase towards more central urban locations, and on the key role of the development plan process in securing effective sustainable urban development outcomes.
The National Planning Framework will further develop the policy in this area, for example in relation to identifying potential to build up the population and economic vitality of town centre and inner urban areas that in many cases have witnessed a sustained movement of people outwards to suburban and wider settings. The output of the consultation phase, together with consideration of the full Census 2016 results in April, will feed into a draft National Planning Framework document, to be published during summer 2017.
My Department has also issued guidelines on ‘Quality Housing for Sustainable Communities’ which are available at the following link: http://www.housing.gov.ie/sites/default/files/migrated-files/en/Publications/DevelopmentandHousing/Housing/FileDownLoad%2C1979%2Cen.pdf. These guidelines aim to assist in achieving the objectives set out in the Government’s statement on housing policy ‘Delivering Homes, Sustaining Communities’ (see http://www.housing.gov.ie/sites/default/files/migrated-files/en/Publications/DevelopmentandHousing/Housing/FileDownLoad%2C2091%2Cen.pdf). The guidelines point out that successful design of good quality sustainable housing projects must take account of the availability of key services and amenities, such as shops, schools, churches, parks and playing fields, community meeting places, recreation and leisure facilities.
The Local Government Reform Act 2014 gives legislative effect to the commitments in ‘Putting People First’, including the establishment of Local Community Development Committees (LCDCs) in each local authority administrative area. A key function of each LCDC is to prepare the community elements of a 6-year Local Economic and Community Plan (LECP) and to work with partners in the implementation of the plan. LECPs are developed as part of an integrated local, regional and national planning process. This ensures that each Plan will be consistent with County Development Plans, Regional Spatial and Economic Strategies, and Regional Action Plans for Jobs. The purpose of the Plan is to promote the local and community development of the relevant local authority area through a more coordinated and collaborative approach to planning and service delivery.
My Department provides funding to support social inclusion and for social cohesion in communities. The Social Inclusion and Community Activation Programme (SICAP) is the largest social inclusion intervention of its kind in the State. The Programme was rolled out in April 2015, and will run until 31 December 2017. Its aim is to tackle poverty, social exclusion and long-term unemployment through local engagement and partnership between disadvantaged individuals, community organisations, public sector agencies and other stakeholders. SICAP is a key intervention for the harder to reach, with delivery in each area (or Lot) overseen and managed by the relevant LCDC in the local authority area.
The SICAP funding allocation for 2017 nationally is €37.5m, which includes an allocation of €3m under the European Social Fund (ESF) Programme for Employability, Inclusion and Learning (PEIL) 2014-2020. Northside Partnership delivers SICAP in Dublin 3, 5, 13, and 17 (Dublin Northside, Lot 2.3, which encompasses areas such as Fairview, Priorswood, Darndale, Donaghmede, Artane, Killester and Dollymount) on behalf of Dublin City LCDC (with a funding allocation for this area of some €1.1m this year).
In 2017, SICAP will assist approximately 1,375 individuals with education and employment support. Approximately 62 community organisations in the Lot area will be supported through SICAP in 2017 in subjects such as capacity building and organisational development, support to leaver funding, governance training and assistance to participate in local and regional decision making structures. The following organisations are supported through SICAP in the Dublin 5 and Dublin 13 areas;
- Artane / Coolock Resource Centre,
- Artane Beaumont Rec. centre,
- Belmayne Youth and Community Group,
- Donaghnede Mens Shed, and
- Clongriffin Residents Association.
Furthermore, my Department recently launched the national €2 million Communities Facilities Scheme which is under the remit of my colleague, Catherine Byrne T.D. Minister of State for Communities and the National Drugs Strategy. The Communities Facilities Scheme is targeted at both urban and rural areas. The scheme will fund projects that seek to enhance communities, address disadvantage and improve social cohesion at a local level. The Scheme is being managed at a local level by the LCDCs in conjunction with the Municipal Districts, under the remit of the local authorities.
The Programme for a Partnership Government included a commitment to launch a recast RAPID programme and my Department is currently finalising the necessary arrangements, with the intention of launching it shortly.
210. Deputy Maureen O'Sullivan asked the Minister for Housing, Planning, Community and Local Government the status of the review of the social inclusion and community activation programme; his plans for the programme; and the reason seniors are not included as persons under SICAP. [16935/17]
Amharc ar fhreagraThe Social Inclusion and Community Activation Programme (SICAP) is the largest social inclusion intervention of its kind in the State. Its aim is to tackle poverty, social exclusion and long-term unemployment through local engagement and partnership between disadvantaged individuals, community organisations, public sector agencies and other stakeholders.
SICAP is a key intervention for the harder to reach, with delivery in each area (or Lot) overseen and managed by the relevant Local Community Development Committee (LCDC) in the Local Authority area. SICAP supports for individuals are primarily aimed at people of working age, although there is scope to assist local community groups comprising of older people from disadvantaged areas, through the Programme.
As the Deputy will be aware, the Programme for a Partnership Government has given a commitment to strengthen the Social Inclusion and Community Activation Programme, SICAP. In light of this, and the commitment to providing a successor Programme to SICAP when the current Programme comes to an end on 31 December this year, my Department is leading out on a number of actions which will lead to a better understanding of SICAP and its impacts, and which will inform my Department in reshaping the next iteration of SICAP.
My Department is holding a targeted national consultation process which will assist in the design of the next programme. The consultation process, which I have been leading, consists of national and regional sessions and a number of focus groups in which feedback is being sought from the key stakeholders involved. The consultation process offers a platform to consider how the programme can be refined and for solutions to be put forward in order to strengthen the programme from 2018. In addition, the ESRI has begun a qualitative study looking at SICAP goals and its governance structure as part of a wider evaluation project.
There will also be a qualitative research project looking at a cohort of SICAP participants - young people not in employment, education or training (NEETs) - carried out by an external provider in 2017. This research will examine how SICAP’s Programme Implementers identify and engage with this target group, look at the types of outcomes being achieved for them, and put forward good practice examples to inform the next iteration of the programme.
