Written Answers Nos. 315-332
315. Deputy Barry Cowen asked the Minister for Public Expenditure and Reform if flood alleviation funding will be made available for flood prevention works in Ballybay, County Monaghan; when work will commence; if planning has been commenced, completed or approved for the works; when the works will be completed; and if he will make a statement on the matter. [16626/18]
Amharc ar fhreagraThe core strategy for addressing areas at potentially significant risk from flooding is the Office of Public Works (OPW) Catchment Flood Risk Assessment and Management (CFRAM) Programme. The Programme, undertaken by engineering consultants on behalf of the OPW working in partnership with the local authorities, has involved the production of predictive flood mapping for each location, the development of preliminary flood risk management options and the production of Flood Risk Management Plans.
The CFRAM Programme focussed on 300 Areas for Further Assessment (AFAs) including 90 coastal areas, mainly in urban locations nationwide, designated in 2012 as being at potentially significant risk of flooding. The flood risk for each of these areas has been assessed, through detailed engineering techniques to assess their risk and impact from flooding. This risk and the proposed feasible measures, both structural and non-structural, identified to manage that risk are outlined in the Flood Risk Management Plans.
Ballybay was studied as part of the North Western – Neagh Bann CFRAM Programme. The proposed measure for Ballybay consists of a series of flood embankments and walls. These hard defences will extend for a total length of 2.5km with an average height of 1.6m.
In summer 2017, the OPW finalised all Plans and each Plan was submitted to the Department of Public Expenditure and Reform for an independent review of the environmental assessments and in last month, the Commissioners of Public Works have submitted the Flood Risk Management Plans to the Minister for Finance and Public Expenditure and Reform for approval.
The National Development Plan 2018-2027 commits to almost €1 billion in funding for flood relief schemes, with annual Capital funding for the OPW doubling to €100m by 2021. This funding will support continued investment in schemes at construction and design. Once the Plans are approved, I intend to announce a prioritised initial tranche of schemes proposed by the Plans to progress to detailed project level assessment and that provide greatest return for Government investment.
316. D'fhiafraigh Deputy Pearse Doherty den Aire Oideachais agus Scileanna an bhfuair sé comhfhreagras a sheol scoil i gContae Dhún na nGall (sonraí tugtha) chuige chun a gcás eisceachtúil a chur in iúl dó ó thaobh foireann teagaisc de; agus an ndéanfaidh sé ráiteas ina thaobh. [14941/18]
Amharc ar fhreagraFoilsítear na critéir a bhaineann le leithdháileadh poist mhúinteoireachta go bliantúil ar shuíomh gréasáin na Roinne. Úsáidtear an sceideal foirne don scoilbhliain ábhartha agus rolluithe na ndaltaí ar an 30 Meán Fómhair roimhe sin mar eochairthoisc chun na hacmhainní foirne a chuirtear ar fáil i ngach scoil faoi leith a chinneadh.
Tá na critéir a bhaineann le Príomhoide Riaracháin a cheapadh i scoil, a bhaineann le rollú, leagtha amach in Aguisín B de Chiorclán 0010/2018. Ní shásaíonn an scoil dá dtagraíonn an Teachta na critéir sin. Ní féidir na socruithe sin a athrú.
Feidhmítear an sceideal foirne go soiléir agus go trédhearcach agus caitear le gach scoil den chineál céanna ar an mbealach céanna beag beann ar an áit ina bhfuil siad.
The criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The criteria for the appointment of an administrative principal to a school, which are enrolment related, are set out in Appendix B of Circular, 0010/2018. The school referred to by the Deputy does not meet this criteria. There is no scope to deviate from these arrangements.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
317. Deputy Eugene Murphy asked the Minister for Education and Skills the budget for psychotherapy services for September 2018 in third level institutions; and if he will make a statement on the matter. [14947/18]
Amharc ar fhreagraMy Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to HEA designated higher education institutions. The HEA allocates this funding as a block grant to the institutions. As autonomous bodies, the internal disbursement of this funding, including the funding of student services, is a matter for the individual institution.
Details of expenditure incurred in respect of counselling services in the third level sector are outlined in the following table. Data in respect of the academic year 2016/17 is not immediately available, however, it is expected that it would be broadly in line with previous years.
|
Date |
Universities & Colleges (incl MIC, NCAD & St Angela's College) |
IoTs |
|
2014/15 |
€3,853,638 |
€2,185,196 |
|
2015/16 |
€4,185,682 |
€2,299,286 |
Student services and associated activities are an integral part of the whole student experience at third level. Student services support each individual student achieve his/her intellectual, cultural and social potential while supporting and complementing the formal academic programme. Student services can fall under a number of headings, particularly ‘Welfare and Guidance’ which includes counselling services, health promotion, careers service, multi-faith, racial and ethnic cultural support.
The Deputy may wish to note that AHEAD, the Association for Higher Education Access and Disability, is supported through an annual grant from the HEA towards the cost of the activities of the organisation. In 2016, AHEAD in partnership with the National Learning Network (NLN), published a report called ‘Mental Health Matters’, a study into the experiences of students with mental health difficulties. The study found that the majority of HEIs have services supporting students with mental health difficulties and some institutions have dedicated services for students.
The report made a number of recommendations such as the promotion of mental health awareness to students on their induction, the provision of mental health awareness at institutional level for staff and institutions adopting a whole of campus strategic response to meet the needs of students experiencing mental health difficulties. Implementation of the recommendations is being progressed by AHEAD and its partners.
The HEA also plan to work with the HSE to develop national guidance for higher education institutions in relation to suicide risk and critical incident response, thereby helping to address any gaps which may exist in the prevention of suicide in higher education.
318. Deputy Pearse Doherty asked the Minister for Education and Skills the payments made to each Member of the Houses of the Oireachtas under the Oireachtas leave scheme for teachers in each of the years 1985 to 2009, in tabular form. [15305/18]
Amharc ar fhreagraDetails of the payments made to individual teacher members of the Houses of the Oireachtas who availed of the special leave and pay arrangement scheme that existed prior to September 2009 are personal to the individual.
The following table contains the aggregate payments made in the period July 2003 to December 2008 and the number of individual members who received payments under the terms of the scheme. This data was abstracted from information compiled a number of years ago and was accessible in my Department.
To obtain the information requested by the Deputy for the period 1985 to July 2003, it would be necessary to undertake a comprehensive check of historic manual files held in offsite storage facilities to determine what information is available for that period. This would be a significant administrative overhead. The consent of the individuals for the release of the details would also have to be obtained.
Aggregate Payments made to Teacher Members of the Houses of the Oireachtas during the period July 2003 to December 2008
|
- |
Jul - Dec 2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
|
Aggregate payments made to teacher members of the Houses of the Oireachtas |
€64,570 |
€77,296 |
€57,103 |
€48,668 |
€35,408 |
€11,930 |
|
Number of individuals paid |
12 |
10 |
9 |
9 |
9 |
4 |
319. Deputy Maurice Quinlivan asked the Minister for Education and Skills the number of the seven settlements made as part of the ex gratia scheme set up following a judgment (details supplied) that were as a result of physical abuse only. [15373/18]
Amharc ar fhreagraIn earlier PQs, I explained to the Deputy that because the type of abuse suffered by an individual is personal to that individual, the information cannot be disclosed by any State body or organisation holding that data.
320. Deputy Martin Heydon asked the Minister for Education and Skills if consideration is being given to the divestment of a school (details supplied) in County Kildare; and if he will make a statement on the matter. [15812/18]
Amharc ar fhreagraAs the Deputy will be aware, I have announced new plans aimed at accelerating the provision of multi-denominational and non-denominational schools across the country, in line with the choices of parents, families and school communities and the Programme for Government commitment to reach 400 such schools by 2030.
In relation to the school to which the Deputy refers, my Department will consider any request that may be made by the existing patron for a transfer of patronage to a multi-denominational patron under the “early movers” provision of the Schools Reconfiguration for Diversity process. I understand that multi-denominational patronage bodies are currently engaging locally to establish and progress parental wishes around alternative patronage.
321. Deputy Bernard J. Durkan asked the Minister for Education and Skills if an eligible or concessionary school ticket can be facilitated for a person (details supplied); and if he will make a statement on the matter. [16276/18]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently over 116,000 children, including over 12,000 children with special educational needs, are being transported in over 4,500 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually at a total cost of almost €190 million in 2017.
Under the terms of my Department's Post Primary School Transport Scheme children are eligible for transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Bus Éireann has advised that the child in question is not attending her nearest post primary centre and is therefore not eligible for school transport.
Children who are not eligible for school transport may apply for transport on a concessionary basis only. Concessionary transport is subject to a number of terms and conditions including the availability of spare seats on an existing service and payment of the annual charge.
Bus Éireann has confirmed that there are still seats available on an existing service and the family should liaise with their local Bus Éireann office if they wish to avail of transport on a concessionary basis.
The terms of the Post Primary School Transport Scheme are applied equitably on a national basis.
322. Deputy Fergus O'Dowd asked the Minister for Education and Skills the progress to date on the construction of a new headquarters for counties Louth and Meath Education and Training Board (details supplied); and if he will make a statement on the matter. [14943/18]
Amharc ar fhreagraAs the Deputy may be aware, the project to which he refers has been devolved for delivery to the local Education and Training Board (LMETB).
The project is currently at stage 2 B of the architectural planning process and a revised stage 2 B cost plan, to include some necessary additional works, has been submitted to my Department for consideration. The project will proceed as soon as funding permits for this project type.
323. Deputy Jack Chambers asked the Minister for Education and Skills the initiatives or strategies under way or planned to recruit more teachers into secondary school subjects in which there is a shortfall in teaching applications, particularly language subjects; and if he will make a statement on the matter. [14967/18]
Amharc ar fhreagraAs the Deputy will be aware, additional investment has allowed the successful recruitment of over 5,000 additional teachers in the last two years. Since 2012/2013, there are 8,900 more teachers in our schools. No other part of the public service has seen growth on this scale, which is testament to the Government’s commitment to, and the importance of education in, fulfilling our national ambitions.
The numbers of graduates from initial teacher education (ITE) programmes have also remained stable. Over 8,000 primary and 7,600 second level teachers have graduated in the last five years and in 2018 it is estimated that approximately 3,300 primary and post primary teachers will graduate.
In December of last year I launched the Strategy for Foreign Languages in Education and Implementation Plan, which set out a roadmap to put Ireland in the top ten countries in Europe for the teaching and learning of foreign languages, through a number of measures targeted at improving proficiency, diversity and immersion.
As part of the implementation of the Strategy, I am determined to deliver increased teacher supply in foreign languages. In that regard, following consultation with the Irish Universities Association, I recently announced 380 additional places on post primary ITE programmes for 2018, including 100 at postgraduate level in the priority areas such as foreign languages and Irish.
I also convened the first meeting of the Teacher Supply Steering Group, which is chaired by the Secretary General of my Department, on 26 March. The Group will consider the issues that impact on teacher supply, including: policies and arrangements for schools and teachers that impact on teacher mobility/supply; promotion of the teaching profession; initial teacher education policy, provision, funding and support; and data/research requirements.
The Steering Group will oversee a programme of actions according to strict timelines and clear deliverables to meet important needs. In undertaking its task, the Group will be cognisant of the requirement that all persons wishing to teach in recognised schools must meet the professional registration standards and criteria set by the Teaching Council, which is the professional regulatory body for the teaching. The Steering Group is due to meet again shortly.
324. Deputy Jack Chambers asked the Minister for Education and Skills his plans to amend the requirements for acceptance on a professional master of education, PME, course in order that recognition of prior learning is taken into account; if his attention has been drawn to the fact that more persons would apply for PME if previous qualifications were considered (details supplied); and if he will make a statement on the matter. [14968/18]
Amharc ar fhreagraI understand that the Deputy’s question refers to recognition of additional post-graduate qualifications which a candidate may already have before applying for a post-primary Professional Masters in Education (PME), in such a way that the overall duration of the PME would be reduced for that candidate.
The introduction of changes to the duration and content of post-graduate initial teacher education (ITE) programmes were made in response to recommendations in the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020 and were incorporated into the Teaching Council’s Policy Paper on the Continuum of Teacher Education and Criteria and Guidelines for Programme Providers. Both were published in 2011.
The increase in duration, to two years for post-graduate ITE programmes, allows for substantial periods of school placement as well as a number of mandatory elements such as Literacy & Numeracy. These reforms are focused on improving the quality of teaching in our schools, which is central to the educational outcomes of our children.
The Deputy may wish to note that I have recently convened the first meeting of a new Teacher Supply Steering Group, on 26th March 2018, which is chaired by the Secretary General of my Department. The Group has a mandate to consider the issues that impact on teacher supply, including the length of ITE programmes, and oversee a programme of actions according to strict timelines and clear deliverables to meet important needs. In undertaking its task, the Group will be cognisant of the requirement that all persons wishing to teach in recognised schools must meet the professional registration standards and criteria set by the Teaching Council, which is the professional regulatory body for the teaching.
325. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the status of a school building project (details supplied); and if he will make a statement on the matter. [14987/18]
Amharc ar fhreagraThe building project at St. Conleth’s Junior & Senior National Schools is an extension refurbishment project, which includes an extension to each School, a new build General Purpose Hall and a Special Needs Unit.
The project is currently at Stage 2B of Architectural Planning - Detailed Design Stage, which includes applications for all statutory consents, including Planning Permission, Disability Access Certificate and Fire Safety Certificate and also the preparation of tender documentation. Planning Permission for this project was received in August 2017.
The Stage 2B report has been received and is under review by my Department. A letter has recently issued to the school with regard to a timeframe for progression to tender.
326. Deputy Fiona O'Loughlin asked the Minister for Education and Skills his plans to regularise the situation of teachers with regard to equal pay for equal work; and if he will make a statement on the matter. [14991/18]
Amharc ar fhreagra340. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills the date on which the report on the costings of pay equality and the timeframe to achieve it as called for in an amendment to section 11 of the Public Service Pay and Pensions Act 2017 will be made; and if he will make a statement on the matter. [15163/18]
Amharc ar fhreagra348. Deputy Mattie McGrath asked the Minister for Education and Skills the timeframe to end pay inequality for teachers in view of the fact the issue has been ongoing for over seven years (details supplied); the timeframe to act on the issue of pay inequality in view of the imminent conclusion of the pay review; his plans to resolve the issue of pay inequality; and the justification of a position that is contrary to the principle of equal pay for equal work. [15285/18]
Amharc ar fhreagraI propose to take Questions Nos. 326, 340 and 348 together.
The public service agreements have allowed a programme of pay restoration for public servants to start. I, together with my colleague the Minister for Public Expenditure and Reform, negotiated a 15-22% pay increase for new teachers. The agreements to date have restored an estimated 75% of the difference in pay for more recently recruited teachers and deliver convergence of the pay scales at later points in the scale.
As a result of these changes, the current starting salary of a new teacher is €35,958 and from 1 October 2020 onwards will be €37,692.
To have gone further than the pay increases that have been negotiated for 2018 would mean I would have had less money available to hire over 1,000 extra SNAs and over 1,000 extra teachers.
Differential pay scales were introduced by the then Government in 2010. It must be borne in mind that the pay reduction for post-2011 entrants applied to all public servants and not just teachers, and that any restoration of these measures in respect of teachers would be expected to be applied elsewhere across the public service.
In accordance with the Public Service Pay and Pensions Act 2017, the Minister for Public Expenditure and Reform recently laid before the Oireachtas a report on the matter of the pay of new entrants to the public service. The report assesses the cost of a further change which would provide a two scale point adjustment to new entrants recruited since 2011. The total cost of such an adjustment across the public sector is of the order of €200 million, of which Education accounts for €83 million. The report also acknowledges that during the financial crisis there were policy changes which affected remuneration in different occupations across the public sector (including education). Addressing any issues arising from changes which are not specifically detailed in the report would give rise to additional costs over and above the foregoing figures.
Any further negotiation on new entrant pay is a cross sectorial issue, not just an issue for the education sector. The Government also supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
The Minister for Public Expenditure and Reform’s report will inform discussion on remaining salary scale issues with the parties to the Public Service Stability Agreement 2018-2020 in accordance with the commitment in the Agreement to consider the issue of newly qualified pay. That process commenced with a first meeting on 12 October 2017. The three teacher unions attended that first meeting. The Minister recently announced that further talks will begin on 27th April with all public service unions in relation to new entrant pay.
327. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if the hours of special needs assistants in a school (details supplied) will be reviewed; and if he will make a statement on the matter. [14992/18]
Amharc ar fhreagra405. Deputy Fiona O'Loughlin asked the Minister for Education and Skills his plans to review special needs assistant hours at a school (details supplied); and if he will make a statement on the matter. [15773/18]
Amharc ar fhreagraI propose to take Questions Nos. 327 and 405 together.
I wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Allocations based on the school profiles were issued to all schools on 7th March.
The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all of the evidence points to the fact that this new system will deliver better outcomes for children.
No school, has lost supports as a result of the implementation of the new model. In addition, no school received an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year.
An additional 900 teaching posts have been provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools.
The additional funding provided additional supports to over 1300 schools who identified as needing additional supports as a result of the new model while ensuring that no school received a reduced allocation.
The new funding will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils, including pupils who have yet to enrol in their school, who require such support.
In relation to the school referred to by the Deputy, the profiling model had indicated a profiled special educational need for this school of 47.5 teaching hours.
However, as no school received an allocation, on the introduction of the new model, which was less than the allocation they received in the previous school year, the school maintained an allocation of 53.6 hours and it was indicated that within this allocation there was a retained element of 6.1 hrs. This equates to over 2 full time special education teachers in the school and is a very significant allocation for a school of this size.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Under the new allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
Included within this is an allocation for:
- A school educational profile component; which includes:
- An allocation for pupils with complex needs
- The learning support needs in schools as evidenced by attainment levels in standardised test results
- The social context of the school including disadvantage and gender
- Baseline component provided to every mainstream school to support inclusion, prevention of learning difficulties and early intervention.
The provision of a profiled allocation is designed to give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
It is acknowledged and accepted that schools will have some additional pupils with special educational needs enrolling to their school subsequent to the profiles having been developed.
However, for the most part these will be balanced by the fact that some students who had additional teaching needs in the previous year will have left the school. The baseline is also designed to ensure that schools have some capacity to provide additional support to pupils.
Where a school profile significantly changes following the allocation process e.g. a developing school where the net enrolment numbers significantly increase year on year additional allocations may be made.
The criteria for qualification for mainstream school developing school posts are set out in DES Circular 17/2017 (Primary School Staffing Schedule) and DES 10,11,12/2017 (Post Primary School Staffing Schedule).
Schools who qualified for additional mainstream developing school posts in accordance with these criteria also qualified for additional Special Education Teaching Allocations to take account of this developing status.
It is also acknowledged that there will be some schools where exceptional circumstances may arise.
The National Council for Special Education (NCSE) will be available to support schools where schools have developed and implemented appropriate plans for the deployment of their special education needs teaching resources, but the school considers that further support may be required. This support may involve Continuing Professional Development or further training for school staff, advice in relation to the support plans that are in place, and possibly a review process once schools can clearly demonstrate that exceptional circumstances have arisen in the school.
The NCSE has also now published details of how schools can seek a review of their allocations, including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.
Should schools consider that they fulfil the criteria for a review on the grounds of exceptional circumstances, details of this review process are available at:
http://ncse.ie/review-of-special-education-teacher-supports-where-there-are-exceptional-circumstances-or-needs-arising-in-a-school
The NCSE has reviewed an application from the school concerned for a review on the grounds of exceptional needs and has advised that it was not considered that the school required a review of its allocation. A review on the grounds of exceptional circumstances arising will only be conducted where the school profile changes very significantly, beyond which the school profile is provided to cater for, or where very exceptional circumstances have arisen in a school beyond a schools capacity to provide additional teaching support once their allocations are utilised effectively.
The NCSE has advised, however, that they will be in a position to provide additional guidance or support for this school and to discuss any issues which the school may have in managing their available resources, and to assist the school in managing the utilisation of their allocation to support all children who need additional teaching support in the school, should the school wish to avail of such support.
328. Deputy Patrick O'Donovan asked the Minister for Education and Skills the way in which a school (details supplied) can apply for DEIS status; and if he will make a statement on the matter. [15062/18]
Amharc ar fhreagraSchools are not required to make an application for inclusion in the DEIS programme as all schools are assessed using a new uniform identification model.
We have, for the first time, introduced an objective, statistics based model for deciding which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest concentrated levels of disadvantage. The methodology adopted to assess levels of disadvantage in schools is based on centrally held data with a uniform application across the entire school system to assess levels of disadvantage in Primary and Post-Primary schools.
A detailed document explaining the methodology used in the Identification process is available on the Department’s website at
https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf
An update of the identification model is currently underway. This will take account of updated school data as provided by schools for the current school year combined with the Pobal HP Index of Deprivation, based on CSO Small Area Population statistics derived from the 2016 National Census. It is envisaged that this process will be completed in the coming weeks.
Should this exercise reveal that any school, including the school referred to by the Deputy, which did not qualify for DEIS in 2017 meets the criteria applicable to schools with the highest concentration of disadvantage based on the updated information then additional schools may be included subject to available resources.
329. Deputy Marc MacSharry asked the Minister for Education and Skills the criteria employed when allocating specialist autism places to children for primary school; and if he will make a statement on the matter. [15090/18]
Amharc ar fhreagra331. Deputy Marc MacSharry asked the Minister for Education and Skills the legal obligations on his Department to provide adequate specialist autism unit places to children in primary schools in each county and region; and if he will make a statement on the matter. [15093/18]
Amharc ar fhreagra332. Deputy Marc MacSharry asked the Minister for Education and Skills the number of specialist autism unit places in counties Sligo, Leitrim, Donegal and Roscommon by school and county in tabular form; and if he will make a statement on the matter. [15094/18]
Amharc ar fhreagra334. Deputy Marc MacSharry asked the Minister for Education and Skills the number of applications received for the academic year commencing in September 2018 by the special education needs organiser based in Manorhamilton, County Leitrim; the number of applications per school and area being sought in tabular form; the way in which he plans to accommodate the number of applications in the respective schools and areas for September 2018; and if he will make a statement on the matter. [15096/18]
Amharc ar fhreagra335. Deputy Marc MacSharry asked the Minister for Education and Skills the procedure in circumstances in which children attending school who have autism have been in mainstream class rooms if and when an autism specialist unit is established at the same school; if these children are automatically given the places in the new autism unit; if they remain in mainstream class rooms; if there is an assessment carried out to determine same; if so, the person or body which carries out same; and if he will make a statement on the matter. [15097/18]
Amharc ar fhreagraI propose to take Questions Nos. 329, 331, 332, 334 and 335 together.
My Department’s policy is that children with special educational needs including those with Autism, should be included in mainstream placements with additional supports provided, unless such a placement would not be in their best interests or in the interests of the children with whom they are to be educated, as is provided for under Section 2 of the Education of Persons with Special Needs Act 2004.
To this end my Department has allocated SNA support to over 12,000 extra pupils since 2011 and currently provides 13,400 resource teachers to meet the additional learning needs of children with Special Educational Needs including Autism.
Since 2011, the increase in SNAs has been 3,545, including an additional 2,080 posts in the last two years.
The number of resource teachers has increased by 3,660 since 2011, including 1,600 additional posts in the past two years. The number of special classes has risen by 712 since 2011, including 277 new classes in the past two years.
Most children with special education needs attend mainstream class, but some require the environment of a special class. This can be due to significant difficulties in areas such as behaviour or sensory needs which have not been ameliorated, even with appropriate intervention, in mainstream.
The decision to enrol a student in a special class should take account of:
- the student’s strengths, abilities and needs
- the student’s experiences and outcomes to date (in preschool or primary as appropriate)
- the interventions that were or could be put in place, within available resources to support the student’s inclusion in mainstream education
- the views of parents, students, teachers and other relevant professionals, as appropriate.
In order to access a special class a student must have a report from a relevant professional (for example, psychologist, speech and language therapist, psychiatrist) stating that:
- S/he has a disability in line with the designation of the special class in question and
- S/he has complex learning needs that require the support of a special class setting and the reasons why this is the case.
Under no circumstances should a school place a student in a special class without such a professional report. This should be reflected in the school’s enrolment policy and where parents of such students choose to apply to a school with special class places available the student should be admitted.
However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some students not obtaining a place in the school of their first choice.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year. Further information on the Section 29 appeals process is available on the Department's website www.education.ie.
The enrolment of a child to a school is a matter, in the first instance, for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools and it does not maintain details of the number of enrolment applications in schools.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas where there is an identified need.
Schools may apply to the NCSE to open a special class where a need has been identified in their area. For example where a number of students have professional reports indicating they require the support of a special class.
Before approaching a particular school to request the establishment of a special class, SENOs take into account both present and future potential need within the area and must be satisfied that the class is sustainable and appropriately located.
There are currently 5 special schools and 94 special classes attached to mainstream schools in the Sligo, Leitrim, Donegal and Roscommon areas.
Since 2011 the number of ASD special classes have increased from 4 to 11 in Co. Sligo, from 2 to 5 in Co. Leitrim, 17 to 44 in Co. Donegal and Co. Roscommon from 4 to 18 in Co. Roscommon.
The NCSE has advised my Department that it intends to establish 12 new ASD classes in the counties referred to by the Deputy for the 2018/19 school year: 5 new Primary ASD classes and 7 new Post-Primary ASD classes.
The NCSE are continuing to engage with school in all areas where there is an identified need for additional special class provision to ensure there will be sufficient placements available to meet identified need.
Accordingly, the NCSE advises parents to seek to enrol their child, by applying in writing, to the school/s of their choice as early as possible. Where parents have been unsuccessful in enrolling their child in a special school or special class placement for the 2018/19 school year, they should update their local SENO to inform the planning process. Contact details are available at www.ncse.ie.
The Deputy may be aware that during the Committee Stage debate of the School Admissions Bill, I outlined my intention to include a provision that will provide, based on reports and advice from the NCSE, a power for the Minister to require a school to open a special class or increase the number of special classes in schools identified by the NCSE. My Department officials are currently engaging with the Office of the Parliamentary Counsel on the development of legislative proposals on this matter which they hope to bring forward to Government for approval.
Details of all special classes for children with special educational needs are available on www.ncse.ie in county order, and with new classes identified.
330. Deputy Marc MacSharry asked the Minister for Education and Skills if in order to qualify for future capital funding for a school, such as summer works or capital works, that the school must have provision for special education needs including autism; and if so, the way in which he plans to reconcile the existing infrastructure and staffing deficit within schools to meet this requirement. [15091/18]
Amharc ar fhreagraI wish to advise the Deputy that it is not mandatory that schools make provision for special needs including autism, in order to qualify for capital funding, including Summer Works Scheme funding. The provision of special education facilities is dependent on the demand and existing provision in an area.
Where additional accommodation is required, it is open to all schools to submit an application to the Department for consideration. Application forms are available on my Departments website at www.education.ie.
