Joan Burton
Ceist:329. Deputy Joan Burton asked the Minister for Education and Skills the number of staff in his Department employed to work on marketing, media and social media in 2018. [54479/18]
Amharc ar fhreagraDepartmental Staff Data
Ceisteanna (329)
Freagraí scríofa
My Department recently appointed a Principal Officer to manage the Department's Communications. The Department's press office currently handle our media queries and social media. There are three staff in the Press Office (Higher Executive Officer (acting) Executive Officer and Clerical Officer) one of whom is out on Maternity leave.
State Examinations Exemptions
Ceisteanna (330)
Catherine Martin
Ceist:330. Deputy Catherine Martin asked the Minister for Education and Skills his plans to introduce a circular allowing for students who have been granted an exemption from Irish language studies on grounds of dyslexia to be granted an exemption from studying a third language; and if he will make a statement on the matter. [54506/18]
Amharc ar fhreagraFreagraí scríofa
The position is that exemptions from the study of Irish are currently granted in accordance with the provisions of Departmental Circular 12/96 for primary schools and Circular M10/94 for post-primary schools. The Department is reviewing these circulars and a public consultation is underway on proposed changes with a view to bringing the existing circulars up to date with current policy and in line with new language curricula.
The choice of subjects for post-primary students, including a third language, is a matter for the student and his or her parents in consultation with the school principal in the context of the students overall education needs and in accordance with the policies and procedures obtaining in the school. The Department has no plans therefore to introduce exemptions from the study of third languages.
Note that individual higher education institutions set particular entry requirements for their courses, this may include a foreign and/or Irish language requirement.
A student can apply for a waiver from the assessment of aspects of spelling, grammar and punctuation in language subjects through the State Examinations Commission’s Reasonable Accommodations at the Certificate Examinations process.
A student can also apply for an exemption from Irish and/or a Third Language if applying for entry to the National University of Ireland.
School Accommodation Provision
Ceisteanna (331)
James Browne
Ceist:331. Deputy James Browne asked the Minister for Education and Skills the position regarding the provision of prefabricated accommodation and its related expense at a school (details supplied); and if he will make a statement on the matter. [54520/18]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy was established in September 2015 under the patronage divesting process. In order to facilitate the opening of the school its initial establishment has been in interim start-up accommodation, pending a permanent school becoming available.
In order to cater for the school's growing enrolment numbers, additional interim accommodation was required and my Department devolved the delivery of this additional interim accommodation to the school patron body.
I understand from the school patron that delivery of the additional temporary accommodation is currently being progressed and will be installed once the necessary statutory approvals have been received.
Officials from my Department received an application for the relevant grants and payment was made in this regard in late 2018.
Special Educational Needs
Ceisteanna (332)
Peter Burke
Ceist:332. Deputy Peter Burke asked the Minister for Education and Skills the way in which the parents of a child can access a publicly funded assessment (details supplied); and if he will make a statement on the matter. [54532/18]
Amharc ar fhreagraFreagraí scríofa
As the Deputy may be aware my Department in September 2017 introduced a new model to support pupils with special educational needs in our schools. The new model differs significantly from the old Resource Allocation Model, in that Special Education Teacher allocation is now frontloaded into schools to support children with special educational needs. Rather than having to make individual application to the NCSE for additional supports schools can now respond to individual needs in a flexible way and pupils do not have to have a psychological assessment, or a diagnosis of a disability, in order to access Special Education Teaching. This means that those with highest level of need can access the highest level of support within the school in a timely manner.
Educational Psychologists from my Department’s National Educational Psychological Service (NEPS) work with schools using a problem solving model to help schools identify need and interventions to support those needs. Under the new model, 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 wish to for advice. 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 is in line with international best practice and 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 assessment and have equality of access to support prioritised on their individual needs.
NEPS understands dyslexia in the context the severity and persistence of an individual’s needs over time and their response to intervention. This approach aligns with the new Special Educational model in schools which focuses on the identification of need and the matching of specific interventions to that need. Specific interventions are therefore tailored, by the school, to the individual’s observed needs by the school, rather than being generic to a specific difficulty or disability.
Therefore, in response to your specific query I can advise that, in the first instance, parents should discuss their concerns in relation to their child or young adult with the Principal involved and request a review of the child’s current Student Support Plan with a view to discussing his/her response to interventions in place and the appropriateness of involvement of the NEPs psychologist.
I hope this clarifies the issue for the Deputy.
Teacher Training Provision
Ceisteanna (333)
James Browne
Ceist:333. Deputy James Browne asked the Minister for Education and Skills his plans to reinstate the grant for student teachers to attend a Gaeltacht course as part of their college course; and if he will make a statement on the matter. [54533/18]
Amharc ar fhreagraFreagraí scríofa
The decision to stop the Gaeltacht placement grants was taken during the economic crisis when, unfortunately, very difficult decisions had to be made to stabilise the nation's finances. Priority was given to protecting resources for front line education services as far as possible.
The Deputy should note that, to assist with the costs of the Gaeltacht placement, students who are in receipt of a student grant which includes a 100% fee grant, or who would have qualified for a full fee grant but for the Free Fees Scheme, can apply for funding towards travel and accommodation costs under the field trip element of a fee grant, subject to the normal terms and conditions of the student grant scheme. Apart from this, in circumstances of particular need, students may apply for support under the Student Assistance Fund. Information in relation to this fund is available through the Access Officer in the third level institution attended.
Special Educational Needs
Ceisteanna (334, 335, 336)
Thomas Byrne
Ceist:334. Deputy Thomas Byrne asked the Minister for Education and Skills if he will provide a list of autism spectrum disorder, ASD, special classes in County Meath. [54535/18]
Amharc ar fhreagraThomas Byrne
Ceist:335. Deputy Thomas Byrne asked the Minister for Education and Skills the reason a town (details supplied) in County Meath does not have an ASD unit. [54536/18]
Amharc ar fhreagraThomas Byrne
Ceist:336. Deputy Thomas Byrne asked the Minister for Education and Skills his plans to deliver special classes and ASD units in the schools to be newly opened in September 2019. [54537/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 334 to 336, inclusive, together.
The National Council for Special Education (NCSE) has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs including Autism, in consultation with the relevant education partners and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
Since 2011, the NCSE has increased the number of special classes from 548 in 2011 to 1,459 across the country now, of which 1,196 are Autism Spectrum Disorder (ASD) special classes. Details of all special classes for children with special educational needs are available by county on the NCSE website www.ncse.ie
In Co. Meath, there are 3 special schools and 59 special classes attached to mainstream schools in Co. Meath. Of these, 3 are Early Intervention classes, 35 are primary special classes and 16 are post primary special classes.
The NCSE identifies the need for special class and special school placements nationally on an ongoing basis, and where specialised provision is required to support children with Special Educational Needs, it is planned and established to meet that need.
Schools may apply to the NCSE to open a special class where a need has been identified in their area, i.e. a number of students have professional reports indicating they require the support of a special class.
SENOs may also approach a school directly where they are aware that a special class is or will be required in the near future.
The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas.
Where a school is not in a position to accommodate a special class within its existing accommodation, it is open to the school to submit an application to the Department for capital funding to re-configure existing spaces within the school building to accommodate the class or to construct additional accommodation.
In the case of all new schools, it is general practice to include a Special Education Needs Base (SEN Base) in the accommodation brief for new school buildings, unless local circumstances indicate that it will not be required. Typically, a two classroom SEN Base is provided in new primary schools and a two or four classroom SEN Base is provided in new post primary schools.
I have arranged for the Deputy's question on the location of special class provision in the Meath area to be forwarded to the NCSE for their attention and direct reply.
My Department is aware that the establishment of special provision in some schools and communities can be challenging.
The Education (Admission to Schools) Act 2018 will assist in addressing this issue in areas where the NCSE is of the opinion that there is insufficient education provision for children with special educational needs.
Section 8 of the Act, which commenced on the 3rd of December 2018, provides the Minister with a power, after a process of consultation with the NCSE, the board of management and the patron of the school, to compel a school to make additional provision for the education of children with special educational needs.
School Accommodation Provision
Ceisteanna (337)
Joe Carey
Ceist:337. Deputy Joe Carey asked the Minister for Education and Skills further to Parliamentary Question No. 213 of 20 November 2018, the status of the project brief; when work with regard to same will be concluded; and if he will make a statement on the matter. [54541/18]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware, a capital project to provide improved accommodation for the schools in question is included on my Department's Construction Programme. In this regard, my Department will be making direct contact with the school authority shortly.
Schools Building Projects
Ceisteanna (338)
Robert Troy
Ceist:338. Deputy Robert Troy asked the Minister for Education and Skills his views on whether it is equitable that conditions of planning associated with new educational buildings are not funded by his Department; and his further views on whether his Department should be responsible for additional costs associated with the planning condition as set by the local authority. [54550/18]
Amharc ar fhreagraFreagraí scríofa
My Department deals with conditions of planning associated with new educational buildings on a case specific basis. My Department provides funding towards the cost of conditions of planning where it is deemed appropriate. My Department also works with School Authorities to appeal conditions of planning where it is judged to be warranted.
Emergency Works Scheme Appeals
Ceisteanna (339)
Tony McLoughlin
Ceist:339. Deputy Tony McLoughlin asked the Minister for Education and Skills if the decision to refuse emergency works funding for a school (details supplied) for the development of a proposed sewerage system upgrade project will be reviewed; and if he will make a statement on the matter. [1005/19]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers recently submitted an appeal to my Department requesting a review of its application for funding under the Emergency Works Grant Scheme to address sewerage system issues at the school.
My Department has recently requested additional information in relation to this appeal and it is envisaged that a decision will issue to the School Authorities following receipt of this information.
School Staff
Ceisteanna (340)
Michael Healy-Rae
Ceist:340. Deputy Michael Healy-Rae asked the Minister for Education and Skills the steps which can be taken in relation to school secretaries to ensure their employment is secure (details supplied); and if he will make a statement on the matter. [1008/19]
Amharc ar fhreagraFreagraí scríofa
Though schemes were initiated in 1978 and 1979 for the employment of Clerical Officers and Caretakers in primary and secondary schools, where staff employed on these schemes are paid directly by the Department, these schemes have been largely phased out and have been superseded by the more extensive capitation grant schemes.
Under these schemes, the majority of primary and voluntary secondary schools in the Free Education Scheme now receive assistance to provide for secretarial, caretaking and cleaning services. Within the schemes, it is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs. Where a school uses the capitation grant funding to employ a secretary or caretaker, such staff are employees of individual schools.
My Department has recently made significant efforts to improve the pay of School Secretaries and Caretakers who are employed using capitation grant assistance. In 2015 my Department engaged with the Unions representing school secretaries on negotiations and agreed to enter an independent arbitration process on the issue. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for school secretaries and caretakers comprehended by the terms of the arbitration process and that a minimum hourly pay rate of €13 for such staff be phased in over the period 2016 to 2019. Following the arbitration process, grant funding used by schools to fund the salaries of ancillary staff is being improved on a phased basis between 2016 and 2019 in order to enable schools to implement the arbitration outcome.
I am personally very much aware of this as an issue and the important role that School Secretaries and Caretakers play in the running of schools.
School Placement
Ceisteanna (341)
Fiona O'Loughlin
Ceist:341. Deputy Fiona O'Loughlin asked the Minister for Education and Skills his plans to increase the number of places in south County Kildare for children diagnosed with autism scheduled to start primary school in September 2019; and if he will make a statement on the matter. [1026/19]
Amharc ar fhreagraFreagraí scríofa
The National Council for Special Education (NCSE) has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs including Autism, in consultation with the relevant education partners and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
Since 2011, the NCSE has increased the number of special classes from 548 in 2011 to 1,459 across the country now, of which 1,196 are Autism Spectrum Disorder (ASD) special classes. Details of all special classes for children with special educational needs are available by county on the NCSE website www.ncse.ie
In Co. Kildare, there are currently 4 special schools and 75 special classes in mainstream schools, including 6 ASD Early Intervention classes, 46 primary ASD classes and 15 ASD post primary ASD classes.
While it is not always possible or practical that a special class placement would be available in a child’s local school, the NCSE has informed my Department that, in general, they are satisfied that there are sufficient ASD special class placements to meet existing demand in Kildare.
The NCSE identifies the need for special class and special school placements nationally on an ongoing basis, and where specialised provision is required to support children with Special Educational Needs, it is planned and established to meet that need.
I have arranged for the Deputy's question on emerging need in the Kildare area to be forwarded to the NCSE for their attention and direct reply.
My Department is aware that the establishment of special provision in some schools and communities can be challenging.
The Education (Admission to Schools) Act 2018 will assist in addressing this issue in areas where the NCSE is of the opinion that there is insufficient education provision for children with special educational needs.
Section 8 of the Act, which commenced on the 3rd of December 2018, provides the Minister with a power, after a process of consultation with the NCSE, the board of management and the patron of the school, to compel a school to make additional provision for the education of children with special educational needs.
School Management
Ceisteanna (342)
Paul Kehoe
Ceist:342. Deputy Paul Kehoe asked the Minister for Education and Skills the contacts he has had with a school (details supplied); and if he will make a statement on the matter. [1033/19]
Amharc ar fhreagraFreagraí scríofa
While my Department has yet to receive formal correspondence from the patron of the school referred to by the Deputy, I understand that the patron may be considering potential options relating to the future of the school. In the event that such contact is made, my officials will assist the patron, as appropriate, in this regard.
Third Level Costs
Ceisteanna (343)
Alan Kelly
Ceist:343. Deputy Alan Kelly asked the Minister for Education and Skills his plans in place to alleviate the stress caused to students as a result of the change in structure of the pharmacy degree here following the signing of a statutory instrument by then Minister for Health (details supplied). [1035/19]
Amharc ar fhreagraFreagraí scríofa
Under the Pharmacy Act 2007, the Pharmaceutical Society of Ireland (PSI) has responsibility for defining and ensuring the standards of education and training for pharmacists qualifying in Ireland. This includes developing standards, policies and carrying out accreditation of pharmacy degree programmes. The Minister for Health approved changes to the 5 year Masters in Pharmacy (MPharm) programme structure effective from September 2015 which supports the dispersal of placements throughout the five years (rather than focussed on the final year as was the case for students commencing study prior to 2015).
Tuition fees are state-funded for the first four years of the pharmacy programme for students who satisfy the Free Fees criteria. A tuition fee will, however, have to be paid by all students for the final year (Masters) of the programme, as this is a postgraduate Level 9 award and funding is not available under the Free Fees Initiative for postgraduate study.
SUSI grant support is available for those students who meet the qualifying criteria such as means, residency, nationality and progression. Different supports are available to undergraduate and postgraduate students. Qualifying students attending integrated/intercalated courses, will be initially assessed in respect of the undergraduate portion of the course. A separate application will be required in respect of the portion of the course deemed to be the postgraduate element.
Students in third-level institutions who experience exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended. In addition, tax relief is available on postgraduate tuition fees paid. Details in relation to this relief are available from the Revenue Commissioners.
Schools Building Projects Status
Ceisteanna (344)
Margaret Murphy O'Mahony
Ceist:344. Deputy Margaret Murphy O'Mahony asked the Minister for Education and Skills the status of the new community school which has been sanctioned for Clonakilty, County Cork; and if he will make a statement on the matter. [1043/19]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers is at an advanced stage of the tender process. The School Authority (Cork ETB) was recently authorised to issue the Letter of Intent to the preferred tenderer. Subject to no issues arising it is anticipated that construction will commence in the first quarter of 2019.
Oideachas Gaeilge
Ceisteanna (345)
Aengus Ó Snodaigh
Ceist:345. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais agus Scileanna i bhfianaise aitheantas agus moladh a bheith ag dul dó as an gcomhairliúchán poiblí maidir leis an gcóras díolúine Gaeilge a leasú chun deis a thabhairt don phobal aighneachtaí a sheoladh isteach, an bhfuil an próiseas teoranta fós do na moltaí sa pháipéar comhairliúcháin agus sa dá dhréacht-chiorclán; agus an bhfuil a Roinn chun moltaí eile a chur i gcuntas, mar shampla, córas nua a chur i bhfeidhm chun nach mbeadh gá leis an gcóras díolúine amach anseo. [1061/19]
Amharc ar fhreagraFreagraí scríofa
Táthar tar éis an Páipéar Comhairliúcháin maidir leis an treo chun cinn do na Díolúintí ó Staidéar na Gaeilge a fhorbairt mar fhreagra ar na torthaí i dtuarascáil taighde na Cigireachta maidir leis an bpróiseas, na nósanna imeachta agus na cleachtais a bhaineann leis an gcinnteoireacht faoi dhíolúintí ó staidéar na Gaeilge. Áirítear leis dréachtchiorcláin leasaithe do bhunscoileanna agus d’iar-bhunscoileanna ina léirítear na príomhathruithe atá molta do na próisis, na himthosca agus na critéir maidir le deonú díolúintí ó staidéar na Gaeilge.
Soláthraítear leis an suirbhé ar líne an deis do gach duine den phobal chun trácht breise a dhéanamhar na príomhathruithe molta, agus ar na dréachtchiorcláin leasaithe atá curtha i láthair agus ar na socruithe i gcoitinne dá mba mhian leo. Agus síneadh á chur leis an spriocdháta don tréimhse chomhairliúcháin go dtí an 18 Eanáir 2019, chuir mé méadú leis na deiseanna d’fhreagróirí chun faisnéis níos mionsonraithe i scríbhinn a sholáthar do Rannóg Bheartas, Churaclam agus Measúnacht mo Roinne dá mba mhian leo forlíonadh a chur lena n-aighneacht ar líne.
Chonacthas leibhéal spéise fíor-ard sa chomhairliúchán seo. Déanfar machnamh cúramach ar na freagraí chun socruithe a leasú agus a chríochnú maidir le díolúintí ó staidéar na Gaeilge.
School Accommodation Provision
Ceisteanna (346)
Fergus O'Dowd
Ceist:346. Deputy Fergus O'Dowd asked the Minister for Education and Skills the position in relation to the proposed development plan for a school (details supplied); if his officials have met with the school to discuss advancing the development plans in view of the significant population increase in the general area; if there are additional accommodation or emergency works applications with his Department; and if he will make a statement on the matter. [1069/19]
Amharc ar fhreagraFreagraí scríofa
I can confirm to the Deputy that my Department approved grant to the school in question for additional accommodation. The school subsequently sought additional funding to complete the project and this was approved recently. The school has been advised accordingly.
In addition, my Department approved grant to the school for works under the Emergency Works Scheme. The project has been devolved to the Board of Management for delivery and my Department has now given approval to the school to commence the works in question.
The Deputy will be aware that in April 2018 my Department announced plans to establish 42 new schools over the next 4 years. The area where this school is located was one of the areas identified to establish a new post primary school in 2019. This new school will provide additional school capacity to meet demographic need in the area.
Special Educational Needs Staff
Ceisteanna (347)
Fergus O'Dowd
Ceist:347. Deputy Fergus O'Dowd asked the Minister for Education and Skills the progress made to date on the implementation of the front-loading of inclusion support assistant posts, a recommendation from the National Council for Special Education; and if he will make a statement on the matter. [1075/19]
Amharc ar fhreagraFreagraí scríofa
The Comprehensive Review of the Special Needs Assistant (SNA) Scheme which set out to ensure that the Scheme is achieving the best outcomes possible for children with special educational needs was published by the National Council for Special Education (NCSE) in May 2018.
One of the recommendations is in regard to front-loading of support and another recommends using the title 'Inclusion Support Assistant' to better reflect the positive focus of the role.
In response to the Review, I have undertaken to develop proposals for the implementation of the NCSE's recommendations and to return to Government following engagement with the Departments of Public Expenditure and Reform and Health, with a proposed implementation plan to include governance and accountability framework and detailed costings of any recommendations that subsequently may be approved by Government.
Work in this regard is underway and I expect to bring these proposals for implementation of the Review's recommendations to Government shortly.
Schools Building Projects Status
Ceisteanna (348)
Fergus O'Dowd
Ceist:348. Deputy Fergus O'Dowd asked the Minister for Education and Skills the status of the proposed special school for County Louth that will merge schools (details supplied); the reason for the significant delays in the project; and if he will make a statement on the matter. [1080/19]
Amharc ar fhreagraFreagraí scríofa
A building project which involves 2 new replacement school buildings on a single campus greenfield site for the schools referred to by the Deputy is included in my Department’s 6 year Construction Programme.
A project brief was finalised in late December and the project will be delivered via the ADAPT programme. The ADAPT programme uses a professional external Project Manager to coordinate and drive the respective design teams on each project.
In this regard, a tender competition is in train to establish a Project Manager framework which is expected to be in place by early March. The formulation of tender documentation is underway and once the framework has been established a tender exercise will be carried out to appoint a Project Manager for this particular project.
All schools with projects on the ADAPT programme will be contacted shortly by my Department to provide an update on the status of their respective project. I wish to confirm to the Deputy that my Department is committed to providing a new school building for the school in question.