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Gnáthamharc

Tuesday, 22 Jan 2019

Written Answers Nos. 48-67

Oideachas Gaeltachta

Ceisteanna (48)

Aengus Ó Snodaigh

Ceist:

48. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais agus Scileanna an aontaíonn sé gur cosúil, de réir tuairiscí, go bhfuil ag éirí leis an bPolasaí don Oideachas Gaeltachta, 2017-22, agus gur léir dá réir go bhfuil gá le straitéis nó polasaí iomlán a mbeadh spriocdhátaí leis maidir le múineadh na Gaeilge sa chóras oideachais ag gach leibhéal, ó na naíscoileanna go dtí na coláistí tríú leibhéal. [1674/19]

Amharc ar fhreagra

Freagraí scríofa

Mar iar-Aire Gaeltachta, amharcaim ar theagasc na Gaeilge mar phríomhthosaíocht sa ról atá agam mar Aire Oideachais agus Scileanna.

An Straitéis 20 Bliain don Ghaeilge 2010 - 2030 tógtha ar bhunchloch stádas bunreachtúil na Gaeilge agus is é polasaí an Rialtais i leith na Gaeilge í. Tá an phríomhfhreagracht ar an Roinn Cultúir, Oidhreachta agus Gaeltachta i gcomhar le Roinn an Taoisigh agus an Roinn Oideachais agus Scileanna (ROS) chun an polasaí cuimsitheach seo a chur i bhfeidhm.

Tá prionsabail phríomhstraitéisí an Rialtais mar bhonn agus mar thaca ag Plean Gníomhaíochta don Oideachas 2016-2019 de chuid ROS lena n-áirítear An Straitéis 20 Bliain don Ghaeilge agus mar sin tá tiomantas ann chun gnéithe oideachasúla na Straitéise a chur chun tosaigh.

Chun baint amach na spriocanna atá leagtha amach sa Straitéis 20 Bliain a chur chun cinn, tá Plean Gníomhaíochta 5 Bliana don Ghaeilge 2018 - 2022 foilsithe ag an Roinn Cultúir, Oidhreachta agus Gaeltachta. Baineann na bearta ar aontaíodh orthu sa Phlean Gníomhaíochta 5 Bliana le naoi réimse gníomhaíochta, agus baineann an chéad cheann le cúrsaí Oideachais agus an ROS freagracht as. Tá creatlach comhtháite agus soiléir sa Phlean Gníomhaíochta 5 Bliana agus éascaítear ann rannpháirtíocht níos éifeachtaí le cuspóirí an Rialtais maidir leis an Ghaeilge. Sa phlean cuimsitheach seo tá bearta comhaontaithe faoi cheangal ama chun polasaí an Stáit i leith theagasc na Gaeilge sa chóras oideachais a chur chun tosaigh ar gach leibhéal ón mbunscolaíocht go dtí an tríú leibhéal.

Tá an Roinn Cultúir, Oidhreachta agus Gaeltachta i gceannas ar chur i bhfeidhm an Phlean Ghníomhaíochta i gcomhar leis na Rannóga cuí agus tá ionadaíocht ag an ROS ar an nGrúpa Ard-Leibhéal Maoirseachta.

Brexit Issues

Ceisteanna (49)

Thomas Byrne

Ceist:

49. Deputy Thomas Byrne asked the Minister for Education and Skills the status of Brexit preparedness within his Department; and if he will make a statement on the matter. [2718/19]

Amharc ar fhreagra

Freagraí scríofa

Firstly, as someone from a border county, let me say that a no deal Brexit is the worst possible outcome and would not be in the interests of the UK, Ireland or the EU. While I, along with my cabinet colleagues, continue to closely watch developments in the UK, my Department continues work to prepare for the UK’s exit. This work, at national and EU level, continues to intensify, taking account of all possible outcomes.

Central to all planning scenarios, the maintenance of rights and privileges under the Common Travel Area (CTA) will protect much of the valuable and rich cooperation which takes place between education on a North-South and an East West basis. My officials have engaged with colleagues in the Department for Education in the UK on a set of principles which are designed to maintain and build on this cooperation. I am working closely with my Cabinet colleague, An Tánaiste and Minister for Foreign Affairs and Trade, to conclude this process. It is important to note that, notwithstanding the type of Brexit, the CTA will be in place.

Naturally, I do not wish for a Disorderly Brexit, but prudently, I am preparing for this. As part of my Department’s contribution to the Government Contingency Action Plan, an amendment to the Student Support Act 2011 has now been included as one of the parts of the proposed “Miscellaneous Provisions (Withdrawal of the United Kingdom from the European Union on 29 March 2019) Bill. This will facilitate the continued payment of SUSI grants to Irish students attending UK and Northern Irish higher education institutions and to UK and Northern Irish students studying in Irish higher education institutions.

As well as that amendment, I also recently announced that EU fees would continue to apply to UK students and Northern Irish for the 2019/ 2020 academic year. This brings certainty to UK and Northern Irish students who can be assured that the EU fees will apply for the duration of their studies in Ireland. However, equally important, both of these actions will ensure that Irish school leavers seeking to pursue their higher education in the UK and Northern Ireland will have certainty as they are making their CAO/ UCAS choices at this time.

My Department will continue to monitor all Brexit developments very carefully and I can assure all stakeholders in the education that the contingency planning is being constantly refined to substantially reduce risks arising from Brexit.

Schools Building Projects Status

Ceisteanna (50)

Joan Burton

Ceist:

50. Deputy Joan Burton asked the Minister for Education and Skills when he expects works to commence on a new school building for a school (details supplied); and if he will make a statement on the matter. [2741/19]

Amharc ar fhreagra

Freagraí scríofa

The major school building project for St. Patrick's is currently at an advanced stage of architectural planning, Stage 2(b) - Detailed Design, which includes the application for statutory approvals and the preparation of tender documents. The Stage 2(b) submission for the project has been reviewed by my Department and comments have issued to the school and its Design Team.

The Design Team has been requested to carry out one final review of all of its tender documentation for both the Main Contract and Reserved Specialists to ensure compliance with the Department’s requirements and submit written confirmation from each Design Team member that they have completed this review and are satisfied that the Tender Documents are complete, correct and in compliance with Department and Building Control (Amendment) Regulations tender documentation requirements. These confirmations are currently awaited.

In order to expedite this project, my Department authorised the pre-qualification of contractors in April 2018. The pre-qualification of contractors for the main and reserved specialist contract involves the compiling of a shortlist of contractors to ensure that there are a number of appropriate and suitable candidates who can undertake the works successfully. The Design Team completed the pre-qualification process in December 2018.

My Department understands from the school and its Design Team that they are currently engaged with Fingal County Council in relation to a portion of land outside the school site, the use of which will minimise disruption to the school during construction. When this process has been concluded, the Design Team will be in a position to submit the requested Stage 2(b) confirmations and this project will then be progressed to tender. A tender stage normally takes between 7 and 8 months to complete.

Upon completion of tender stage the project will then be progressed to construction stage. A 24 month construction period is currently envisaged for this project.

My Department is fully committed to getting the project delivered as quickly as possible.

Schools Building Projects Status

Ceisteanna (51)

Clare Daly

Ceist:

51. Deputy Clare Daly asked the Minister for Education and Skills if there are specific barriers preventing a school (details supplied) which was granted an extension and refurbishment ten years ago from progressing to the tender stage of the project. [2641/19]

Amharc ar fhreagra

Freagraí scríofa

As the Deputy may be aware, the project to which she refers has been devolved for delivery to the local Education & Training Board (DDLETB). The Department is currently liaising with DDLETB with a view to resolving some issues that have arisen in respect of the project. These issues need to be addressed prior to proceeding to tender stage.

My Department acknowledges that the delivery of this project has taken longer than originally envisaged. I want to assure the Deputy that when the remaining issues are resolved my Department will be giving approval for the project to proceed to tender and construction.

Schools Facilities

Ceisteanna (52)

Thomas Byrne

Ceist:

52. Deputy Thomas Byrne asked the Minister for Education and Skills the details of the inspection mechanisms for physical education facilities; if he is satisfied that this provision is adequate; and if he will make a statement on the matter. [2721/19]

Amharc ar fhreagra

Freagraí scríofa

I wish to advise the Deputy that many schools have a general purpose room/sports hall and practically all schools have outdoor play areas. In addition, many schools, use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.

The provision of general purpose rooms, PE halls and outdoor hard play areas such as basketball courts, form part of the accommodation brief for all newly established schools.

The Deputy will be aware that under the National Development Plan (NDP), increased funding has been provided for the school sector capital investment programme. This funding allows for a continued focus on the provision of new permanent school places to keep pace with demographic demand and also provides for an additional focus on the refurbishment of existing school buildings to include the building and modernisation of PE facilities in post-primary schools.

Under the Ireland Project 2040, we will invest €8.4 billion (compared to €4.9 billion in the previous decade) in primary and post primary school buildings. This will include the provision of 50 large scale school building projects and 20,000 school places in state of the art new buildings.

The immediate priority of my Department is providing 20,000 new and replacement school places each year, to ensure that every child has a school place. The government will focus in the medium term on the provision of PE facilities in post primary schools.

Schools Amalgamation

Ceisteanna (53, 63)

Brendan Smith

Ceist:

53. Deputy Brendan Smith asked the Minister for Education and Skills his plans to ensure that the views of local communities in the west County Cavan area will be taken into account in his consideration of a proposal by Cavan and Monaghan ETB to close schools (details supplied); if his attention has been drawn to opposition of these communities to the ETB proposal; and if he will make a statement on the matter. [2761/19]

Amharc ar fhreagra

Brendan Smith

Ceist:

63. Deputy Brendan Smith asked the Minister for Education and Skills his plans to ensure that second-level school provision in the west County Cavan area will remain as provided for at present through schools (details supplied); and if he will make a statement on the matter. [2760/19]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 53 and 63 together.

I wish to advise the Deputy that the decision making authority for any amalgamation belongs to the Patron/Trustees of the school, and this is subject to the approval of the Department.

Any proposed change involves extensive negotiations at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.

My Department has sought further information from the Patron of the schools concerned relating to the proposed amalgamaton and this is awaited. The matter can be considered further following receipt of this information.

School Placement

Ceisteanna (54)

Kathleen Funchion

Ceist:

54. Deputy Kathleen Funchion asked the Minister for Education and Skills his plans to improve access for children to ASD units in other localities if there are alternative places available in circumstances in which there is no ASD place available or an ASD unit in the locality of a child diagnosed with autism; his plans to ensure there is appropriate transport provided for children to attend an ASD unit rather than receive home supports in circumstances in which there is no ASD unit or available place in an ASD unit; if a child that has been diagnosed on the autism spectrum during ECCE years is entitled to an additional ECCE year under special circumstances as an alternative to home help which can cause a pre-primary school child to regress (details supplied); and if he will make a statement on the matter. [2768/19]

Amharc ar fhreagra

Freagraí scríofa

My Department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs, including those with Autism Spectrum Disorder (ASD), in order to ensure that wherever a child is enrolled, s/he will have access to an appropriate education.

Special classes facilitate students with more complex special educational needs who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day.

In order to access a special class a student must have a professional report stating:

- S/he has ASD

- S/he has complex or severe learning needs that require the support of a special class setting and the reasons why this is the case.

The National Council for Special Education (NCSE) is responsible for the establishment of special class placements in various geographical areas where there is an identified need, in consultation with the relevant education partners and the Health Service Executive (HSE).

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.

The NCSE is aware of emerging need from year to year, and where special class provision is required, it is planned and established to meet that need. This process is ongoing.

It is not always possible or practical that a special class placement would be available in a child’s local school. In such circumstances, children are eligible for school transport where they are attending the nearest special class that is or can be resourced to meet their special educational needs. Eligibility is determined following consultation with the NCSE through its network of Special Education Needs Organisers (SENO).

From time to time, the NCSE identifies local areas where additional special class provision is required. In those circumstances, SENOs work with the schools and families concerned to resolve the issues involved.

The Education (Admission to Schools) Act 2018 will assist in addressing this issue where the NCSE is of the opinion that there is insufficient education provision for children with special educational needs in an area.

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.

In circumstances, where the NCSE confirm that there is no school placement available for a child with Special Educational Needs, my Departments Home Tuition grant scheme will provide funding towards the provision of 20 hours tuition per week as an interim measure until the NCSE confirms that a placement is available.

In recognition of the demand for group arrangements by parents of children in receipt of the Home Tuition grant, the scheme provides Parents the option to enter into a group arrangement with other parents of children for whom home tuition has been sanctioned. Parents wishing to enter into such an arrangement must notify my Department in advance for approval. The arrangements must conform to the general terms of the scheme.

My Department’s policy is that all children must be enrolled in the primary school system, whether through placement in mainstream classes, in special classes or in special schools in the September prior to their sixth birthday.

Prior to enrolling in school children may participate in the Early Childhood Care and Education (ECCE) Programme. The current entitlement is to a maximum of two years of ECCE.

The upper age limit of 5 years and 6 months for completing the ECCE programme was set in consultation with the Early Years Education Policy Unit in DCYA and is consistent with the policy of my Department.

Current DCYA policy requires that any request for an overage exemption from ECCE eligibility criteria must be supported by a letter from a HSE/Medical Specialist (not a GP/Public Health Nurse) specifically recommending an extra year of pre-school for the child. This requirement relates to a need to maintain a clear and standard basis for applying for exemptions.

Overage exemption applications are also considered with regard to the original purpose of ECCE which is to provide a pre-school programme in the two years before a child starts school.

I would like to advise the Deputy that queries in relation to the operation of the Early Childhood Care and Education (ECCE) Scheme should be addressed the Department of Children and Youth Affairs.

School Admissions

Ceisteanna (55)

Thomas Byrne

Ceist:

55. Deputy Thomas Byrne asked the Minister for Education and Skills if clarity will be provided with regard to the need for a baptism certificate in response to a small number of schools which have requested the submission of same as part of the admission process for the 2019/2020 academic year. [2719/19]

Amharc ar fhreagra

Freagraí scríofa

As the Deputy is aware the Education (Admission to Schools) Act 2018, was signed into law by the President on the 18th July 2018.

This Act is an important piece of legislation which will introduce a more parent-friendly, equitable and consistent approach to how school admissions policy operates for the almost 4,000 primary and post-primary schools in this country and a fair and balanced school admission process for all pupils.

The Act contains a provision, which was commenced on 3rd October 2018 and is operational since that date, which amends the Equal Status Act 2000 to prohibit the use of religion as a selection criterion in primary school admissions, with certain protections provided to ensure that a child of a minority religion can access a school providing a religious instruction or religious education programme consistent with his or her religious beliefs.

If the Deputy has been made aware of any schools that are not complying with the legislation in this regard I would be grateful if he would provide a list of such schools for the attention of my Department.

School Accommodation Provision

Ceisteanna (56)

Louise O'Reilly

Ceist:

56. Deputy Louise O'Reilly asked the Minister for Education and Skills if consideration is being given to the need to increase the number of school places for north County Dublin in view of the population growth in the area; and if he will make a statement on the matter. [2630/19]

Amharc ar fhreagra

Freagraí scríofa

In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.

Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, be provided through either one, or a combination of, the following:

- Utilising existing unused capacity within a school or schools,

- Extending the capacity of a school or schools,

- Provision of a new school or schools.

As the Deputy will be aware, the Government recently announced plans for the establishment of 42 new schools over the next four years (2019 to 2022), including the following new primary and post-primary schools to be established in the area referred to by the Deputy as follows:

- A new 8-classroom primary school to serve the Swords school planning area (South) to be established in 2019;

- A new 8-classroom primary school to serve the Swords school planning area (North) to be established in 2019;

- A new 16-classroom primary school to serve the Donabate school planning area to be established in 2020;

- A new 8-classroom primary school to serve the Killester_Raheny_Clontarf school planning area to be established in 2019;

- Two new 16-classroom primary schools to serve the Donaghmede_Howth_D13 school planning area to be established in 2019 and 2021; and

- Two new post-primary schools to serve the Donaghmede_Howth_D13 school planning area to be established in 2019 and 2021.

In addition, the following post-primary schools were also established in this area in recent years as follows:

- 1,000 pupil post-primary school established in 2013 to serve the Rush & Lusk school planning area;

- 700 pupil post-primary school established in 2014 to serve the Balbriggan school planning area;

- 1,000 pupil post-primary school established in 2018 to serve the Malahide and Portmarnock school planning areas as a regional solution; and

- 1,000 pupil post-primary school established in 2018 to serve the Swords school planning area.

The requirement for new schools will be kept under on-going review and in particular would have regard for the increased rollout of housing provision as outlined in Project Ireland 2040. In addition to the new schools announced, my Department's capital investment programme also provides for devolved funding for additional classrooms for existing schools where an immediate enrolment need has been identified.

Schools Building Projects Status

Ceisteanna (57)

Brian Stanley

Ceist:

57. Deputy Brian Stanley asked the Minister for Education and Skills the position regarding funding being available for a school (details supplied). [2551/19]

Amharc ar fhreagra

Freagraí scríofa

A building project for the school referred to by the Deputy is included in my Department’s 6 year Construction Programme.

A project brief has been finalised 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.

Teaching Qualifications

Ceisteanna (58)

Kathleen Funchion

Ceist:

58. Deputy Kathleen Funchion asked the Minister for Education and Skills when the policies regarding the criteria that deems a person suitable to be a special education teacher were last reviewed in view of the large number of ASD units being established in primary schools nationally; his views on whether there is a need to review the efficiency of policy regarding both the training and qualifications of SNAs in order to maximise the potential of those working in the sector; and if he will make a statement on the matter. [2764/19]

Amharc ar fhreagra

Freagraí scríofa

Under Section 38 of the Teaching Council Act, all initial teacher education (ITE) programmes in Ireland that lead to registration must have professional accreditation from the Teaching Council in accordance with the Criteria and Guidelines for Programme Providers (published in June 2011 and revised in March 2017).

The Teaching Council is currently carrying out a review of the impact of the current programmes, with a view to amending the Criteria and Guidelines before the next round of accreditation commences in 2020.

Under the Council’s criteria for initial teacher education, student teachers in all accredited programmes are required to undertake study in Inclusive Education including Special Education.

A recently published report from the National Council for Special Education on Initial Teacher Education for Inclusion: Phase 1 and 2 (NCSE Research Report No. 26), found that there is in general much good practice related to inclusive education in ITE, particularly in relation to the fostering of positive attitudes to inclusion, while also noting scope for further alignment between theory and practice, in particular as between student placement and the university experience. These findings will be considered by the Teaching Council in the course of its work.

Schools should endeavour to assign experienced teachers to Special Classes with appropriate qualifications and, wherever possible, a background in working with students with special educational needs. Schools should also be proactive in meeting the continuing professional development needs of their special class teachers, in addition to developing and reviewing their whole school polices in relation to the education and inclusion of students with special educational needs.

In relation to training and qualifications for special needs assistants, the current entry level qualification for Special Needs Assistants is set out in my Department's circular 0021/2011 which requires a FETAC level 3 major qualification on the National Framework of Qualifications, OR a minimum of three grade Ds in the Junior Certificate, OR the equivalent.

The Comprehensive Review of the Special Needs Assistant 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 in the Review is the development of a national training programme at FETAC level 5 on the National Framework of Qualifications for existing and new SNAs, recognising the fundamental importance of building schools' capacity to meet students' additional care needs.

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 proposals for implementation of the Review's recommendations to Government shortly.

Schools Building Projects

Ceisteanna (59)

Martin Heydon

Ceist:

59. Deputy Martin Heydon asked the Minister for Education and Skills the steps he will take following the announcement of a new 1,000 pupil building for a school (details supplied); and if he will make a statement on the matter. [2759/19]

Amharc ar fhreagra

Freagraí scríofa

The review of provision at post-primary level across the school planning areas in the South Kildare area is now complete and the Department is satisfied that the needs in the area can be met through the replacement and expansion of the existing Curragh Post-Primary School with a new 1,000 pupil school building.

The Curragh Post-Primary School is a multi-denominational Community College under the patronage of Kildare and Wicklow Education and Training Board (KWETB) with over 130 pupils in the 2018/19 school year.

It is intended that this expansion will also cater for demand arising in the adjoining Newbridge and Kildare school planning areas.

In relation to the site for the proposed new post primary school , this will be determined as part of the site acquisition process. Due to commercial sensitivities with site acquisitions in general, I am unable to elaborate further at this time and it will be confirmed at a later date.

School Accommodation Provision

Ceisteanna (60)

Thomas Pringle

Ceist:

60. Deputy Thomas Pringle asked the Minister for Education and Skills the status of an application by a school (details supplied) for improved accommodation; and if he will make a statement on the matter. [2728/19]

Amharc ar fhreagra

Freagraí scríofa

I wish to advise the Deputy that the school in question has provided further information to my Department in support of its application for additional accommodation. My Department is also engaging with the National Council for Special Education relating to the matter and expects to be in a position to convey a decision on the application to the school shortly.

Special Educational Needs Service Provision

Ceisteanna (61)

Maureen O'Sullivan

Ceist:

61. Deputy Maureen O'Sullivan asked the Minister for Education and Skills the way in which the difficulties being experienced in ensuring a satisfactory support plan for a person (details supplied) will be addressed. [2547/19]

Amharc ar fhreagra

Freagraí scríofa

I wish to advise the Deputy that at present, all schools are encouraged to use Education Plans. My Department's Inspectorate's advice is that the majority of schools are now using some form of education planning for children with special educational needs.

Guidelines for schools on educational planning and monitoring of outcomes and the manner in which they should conduct educational planning, through the Student Support File, are contained in the Guidelines for Schools: Supporting Children and Young People with Special Educational Needs in Mainstream Schools, available at:

http://www.education.ie/en/The-Education-System/Special-Education/Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs-in-Mainstream-Schools.pdf .

The guidelines note that effective planning ensures that the school’s resources are deployed efficiently and that they achieve the desired outcomes.

They also note that schools are encouraged to consult with parents in relation to their child’s needs and support planning.

Matters such as this are therefore best resolved between the parent and the school in the first instance. The parent should discuss with the school, the type of planning which can be put in place to support their child in school. The National Council for Special Education (NCSE) Support Service is also available to provide support and training for schools around the provision of support for pupils with special educational needs. Further information is available from the NCSE www.ncse.ie.

Psychological Assessments Waiting Times

Ceisteanna (62)

Niamh Smyth

Ceist:

62. Deputy Niamh Smyth asked the Minister for Education and Skills if his attention has been drawn to the delays in assessments for children attending school that have developmental issues and may require specialised support; the efforts being taken to clear this backlog; and if he will make a statement on the matter. [2743/19]

Amharc ar fhreagra

Freagraí 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.

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 of the school involved with a view to discussing his/her response to interventions in place and the appropriateness of involvement of the NEPs psychologist for individual input including assessment.

However the Deputy will be aware that access to a range of specialist and therapeutic services for children with developmental issues fall within the ambit of HSE services and therefore her question, depending on the specifics, might more properly fall to my colleague the Minister for Health for response.

I hope this clarifies the issue for the Deputy.

Question No. 63 answered with Question No. 53.

Special Educational Needs Service Provision

Ceisteanna (64)

Eoin Ó Broin

Ceist:

64. Deputy Eoin Ó Broin asked the Minister for Education and Skills his plans for increased current and capital investment in the provision of special autism units in schools in Clondalkin, Dublin 22 and Lucan, County Dublin to meet the significant level of need in those areas. [2644/19]

Amharc ar fhreagra

Freagraí scríofa

The policy of this Department is that all children with Special Educational Needs, including those with Autism Spectrum Disorder (ASD), can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.

The National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016) found that students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.

The greater proportion of children with ASD attend mainstream class, where they may access additional supports if required.

Special class placements are provided in mainstream schools for students with ASD and more complex needs, where it has been demonstrated that he/she is unable to learn effectively in a mainstream class for most or all of the school day even with appropriate supports.

Special school placements are provided for other students with ASD and very complex special needs who wouldn’t manage in a mainstream school even for part of the week.

The 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.

Since the 2013/14 school year the NCSE has increased the number of ASD special classes from 511 to 1196. This includes 237 special classes attached to mainstream schools in Co. Dublin. Of these, 17 are ASD early intervention classes, 139 are primary ASD classes and 41 are post primary ASD classes. The number of ASD special classes in Co. Dublin have increased from 66 in 2011/2012 to 197 in 2018/2019.

Details of all special classes for children with special educational needs are available by county on the NCSE website www.ncse.ie

My Department will continue to support the NCSE in opening ASD special classes in areas where there is an identified need.

Special Classes can be established within a schools existing accommodation. In such circumstances the school can apply to the Department for capital funding to re-configure existing spaces within the school building to accommodate the class and/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.

All school capital projects that have been approved by my Department under the Additional Accommodation Scheme, including special needs accommodation, may be viewed on my Department’s website, www.education.ie and this is updated regularly.

Schools Building Projects Status

Ceisteanna (65)

Aindrias Moynihan

Ceist:

65. Deputy Aindrias Moynihan asked the Minister for Education and Skills the status of the school redevelopment project at a school (details supplied); and if he will make a statement on the matter. [2769/19]

Amharc ar fhreagra

Freagraí scríofa

A major building project for the school referred to by the Deputy, is included in my Department's Capital Programme.

It is acknowledged that this project will involve complex and careful master-planning of the site. A full technical site visit has been undertaken by my Department's technical staff, and the project brief for the school is being formulated. My Department will be in further contact with the school's patron when this process has been completed.

Student Accommodation

Ceisteanna (66)

Mick Barry

Ceist:

66. Deputy Mick Barry asked the Minister for Education and Skills the number of student accommodation units in the planning pipeline; and the number and percentages for both the public and private sectors. [1459/19]

Amharc ar fhreagra

Freagraí scríofa

As of the end of Q4 2018 the following figures (which may be subject to final revision) represent the known developments in the pipeline for student accommodation:

- 6,438 PBSA bed spaces have been completed

- 4,432 further bed spaces are under construction

- 7,691 additional bed spaces have been granted planning permission

- 822 are at the planning permission application stage

This represents a total number of 19,293 PBSA bed spaces in the development pipeline. Of these:

- 3,702 are publically owned representing a 19.18% share of the total developments

- 15,591 are privately owned representing an 80.8% share of the total developments

School Services Staff

Ceisteanna (67)

Timmy Dooley

Ceist:

67. Deputy Timmy Dooley asked the Minister for Education and Skills the position with regard to the remuneration of school secretaries; and if he will make a statement on the matter. [2723/19]

Amharc ar fhreagra

Freagraí scríofa

I recognise the very important work done by school secretaries, and indeed by other support staff, in the running of our schools and I am grateful to them for the contribution they make to our education system. I have spoken to a number of school secretaries about their employment conditions.

Schemes were initiated in 1978 and 1979 for the employment of Clerical Officers and Caretakers in schools. The schemes were withdrawn completely in 2008.

These schemes have been superseded by the more extensive capitation grant schemes. The current grant scheme was agreed in the context of the Programme for Economic and Social Progress, published in 1991.

The majority of primary and voluntary secondary schools now receive assistance to provide for secretarial, caretaking and cleaning services under these grant 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 grant funding for caretaking or secretarial purposes, any staff taken on to support those functions are employees of individual schools. Specific responsibility for the pay and conditions rests with the school.

On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department engaged with the Unions representing school secretaries and caretakers, including through an independent arbitration process in 2015. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for staff and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covers the period up to 31 December 2019.

The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a Secretary or Caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration will, from 1 January 2019, be paid €13 per hour which is a 50% increase in that individual’s hourly pay.

Following the arbitration process, grant funding used by schools to fund the salaries of ancillary staff was improved in order to enable schools to implement the arbitration outcome.

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