Written Answers Nos. 190-214
190. Deputy Martin Heydon asked the Minister for Education and Skills if the pre-qualification process for a school project (details supplied) in County Kildare will now commence in parallel with the completion of the stage 2(b) documentation in order to fast-track the project. [43021/19]
Amharc ar fhreagraThe major building project referred to by the Deputy is 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. All statutory approvals have been secured.
The Design Team has confirmed that it is working on finalising the Stage 2(b) Report ensuring the new school building will be a "Near Zero Energy Building" (NZEB) in compliance with the 2017 amendment to Part L of the current Building Regulations.
The Design Team Leader currently envisages that the Stage 2(b) Report will be with the Department for review in the coming weeks.
Upon completion, receipt and review of the Stage 2(b) submission, the Department will revert to the school regarding the further progression of this major building project, including pre-qualification of contractors.
Authorisation to commence the pre-qualification process cannot be considered until such time as the Stage 2(b) submision has been received and deemed to be compliant.
191. Deputy James Browne asked the Minister for Education and Skills further to Parliamentary Question Nos. 462 of 8 October 2019 and 594 of 15 October 2019, if he will include partial capacity benefit as a qualifying payment for Springboard courses which come under the responsibility of his Department (details supplied); and if he will make a statement on the matter. [43030/19]
Amharc ar fhreagraSpringboard+ which incorporates the ICT skills conversion programme, is a targeted initiative which is used to provide funding for higher education courses aimed at meeting the need for in-demand skills in the economy. Springboard+ supports jobseekers to return to employment and those in employment to upskill or reskill.
Springboard+ courses are open to people irrespective of their employment status. Returners and those in receipt of certain DEASP allowances can access courses free of charge. Level 6 courses are free to all participants and for employed participants on courses NFQ level 7 – 9, 90% of the course fee will be funded by the Government, with participants required to contribute just 10% of the fee.
With regard to unemployed people and people on various DEASP allowances the DEASP has responsibility for setting down the eligibility criteria for their customers wishing to participate in Springboard+.
My Department has contacted the DEASP in relation to your query on the Partial Capacity Benefit and Springboard+ and has received the following response:
Partial Capacity Benefit (PCB) is not an eligible payment for customers undertaking an education or training course, therefore, the customer is not entitled to undertake the Springboard+ course while in receipt of this payment.
PCB has been designed to support persons in receipt of Invalidity Pension (IP) and Illness Benefit (IB) to return to work while also continuing to provide them with income support through the social welfare system. PCB is not designed to provide income support while a person is undertaking an education or training course.
DEASP also indicated that people in receipt of IB and IP (subject to some conditionality) may be permitted to undertake/participate on training or educational programmes; however, they must seek prior written approval from the DEASP before commencing any such programme.
192. Deputy Jackie Cahill asked the Minister for Education and Skills the procedure in obtaining a licence or permission to operate an online education platform here; the other requirements there are in the provision of online education; and if he will make a statement on the matter. [43038/19]
Amharc ar fhreagraUnder the provisions of the Education Act, 1998 the Board of Management is the body responsible for the day to day running of the school and therefore decisions regarding the use of educational resources including textbooks and online education platforms or resources, are taken at school level having regard to the context and circumstances of each school. Where the introduction of new technology is planned, consultation with members of the school community including parents is advised, and is now underpinned in legislation through the recently published Education (Student and Parent Charter) Bill 2019.
Apart from a small number of prescribed texts at post-primary, determined by the NCCA, the decisions on which resources to use, if any, in primary and post-primary schools are taken at school level. My Department does not generally approve, commission, sponsor or endorse educational textbooks or other resources, including online education platforms.
The only requirement from the Department on any resource used in a school is that it covers the curriculum. Decisions on support materials, including textbooks and other resources, to assist teachers in mediating the curriculum to students are best taken at school level to reflect their particular context and requirements.
The Digital Strategy for Schools 2015–2020 reflects the Department’s current policy on the embedding of digital technologies in teaching, learning and assessment in primary and post primary schools. It sets out a clear vision that is focused on realising the potential of digital technologies to transform the learning experiences of students by helping them become engaged thinkers, active learners, knowledge constructors and global citizens who participate fully in society and the economy. The Strategy is the result of extensive research and consultation and reflects the views of education stakeholders including young people.
A total of €50 million investment in ICT infrastructure for all primary and post primary schools under the Digital Strategy was announced in March this year. This was the third tranche of funding and brings total spend so far to €110m.
Schools are supported to develop a Digital Learning Plan, and have flexibility to determine how best to embed the use of digital technologies in teaching and learning in their school, taking into account their individual circumstances and contexts. Guidance for schools on developing their Digital Learning Plan can be found at https://www.pdsttechnologyineducation.ie/en/Planning/. Information on the Digital Learning Framework, a tool to support schools in embedding the use of digital technology in teaching and learning, can also be found at that link.
193. Deputy Eoin Ó Broin asked the Minister for Education and Skills further to Parliamentary Question No. 539 of 24 July 2019, the proposals developed by his Department in relation to the training of school staff in the use of EpiPens following the publication of the comprehensive review of the special needs assistant scheme. [43055/19]
Amharc ar fhreagraMy Department promotes the quality of teaching and learning through the provision of quality teacher training programmes and continuing professional development and support for principals and teachers in a range of pedagogical, curricular and educational areas. This is done through initial teacher education programmes, education centres and support services for teachers at primary and post-primary level.
Under the provisions of the Education Act 1998, the Board of Management is the body charged with the direct governance of a school.
The Board of Management of each school is responsible for the care and safety of all of the students in their school and care and safety should be at the centre of all policy and practices. Schools are required to take all reasonable precautions to provide training for teachers to ensure the safety and welfare of their pupils.
The Health and Safety Authority (HSA) advise that, by law, employers and those who control workplaces to any extent, must identify hazards in the workplaces under their control and assess the risk presented by the hazards.
Employers must write down the risks and what to do about them. This is known as Risk Assessment. The aim of Risk Assessment is to reduce the risk of injury and illness associated with work. The Risk Assessment(s) will form part of the employer's Safety Statement.
The Safety, Health and Welfare at Work (General Application) Regulations 2007 set out the First-Aid requirements for workplaces as follows: "Employers have a duty to provide first-aid equipment at all places at work where working conditions require it. Depending on the size or specific hazard (or both) of the place of work, trained occupational first-aiders must also be provided. Apart from some exceptions, first-aid rooms must be provided where appropriate. Information must also be provided to employees as regards the first-aid facilities and arrangements in place."
It is important that the school management authority requests parents to ensure that the school is made aware of any medical condition suffered by any student attending. Where the school is aware of potential difficulties that may arise as a consequence of a medical condition suffered by one or more students, it may be possible for the management authorities, working in conjunction with parents, teachers and children to put preventative measures in place to lessen the possibility of any difficulties arising or to ensure that, if a student suffers from an illness requiring, for example, the administration of medication, that appropriate treatment is available.
The administration of medicines in primary schools is the subject of an agreement between the Irish National Teachers Organisation and the organisation representing school management at primary level. While this agreement specifies that no teacher can be required to administer medicine or drugs to pupils, it also sets out procedures that must be followed where a teacher or teachers agree to do so. The position is that either the parents of the child should make themselves available to administer medication as required, or where they wish the staff in the school to administer it, they should indemnify the school.
My Department cannot direct any member of the Board of Management or the teaching staff of the school to administer medical treatment to pupils, action and procedures which are normally carried out by medical professionals such as doctors and nurses.
The organisation of training in the administration of medicines is a matter for the Board of Management and my Department has no plans for future training programmes in this area.
Where a child requires adult assistance to assist in the administration of medicine and where the extent of assistance required would overly disrupt normal teaching time, SNA support may be allocated for this purpose.
It is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of students for whom SNA support has been allocated in the school, when appointing an SNA.
Where specific training is required, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNA to meet the care needs of the pupil in an appropriate manner. It is a matter for individual school authorities to make such arrangements locally.
It is my Department's experience that once the matter has been discussed in detail with the Board of Management and staff of a school, and once all parties are clear as to the procedures to be followed, arrangements can normally be made to assist the administration of first aid or medicine.
In September 2016, I requested the NCSE to lead a comprehensive review of the Special Needs Assistant Scheme to identify and recommend how, in the future, the additional care needs of students, over and above those needs that could be reasonably expected to be managed by teaching staff, should be met and to identify and recommend the most appropriate form of support options to provide better outcomes for students with Special Educational Needs who have additional care needs, having regard to the significant amount of State investment in this area.
The administration of medication and other such issues in schools, was raised with the NCSE as part of the consultation process of this review.
The Comprehensive Review of the Special Needs Assistant Scheme was published by the NCSE on 30 May 2018 and my Department is developing proposals to implement the recommendations of the Review.
On the 27 March 2019, I announced the trialling of the School Inclusion Model – a new model of support for students with special educational and additional care needs. This new research-based package of education and health supports will be piloted and evaluated in the 2019/20 school year.
One of the key features of the School Inclusion Model pilot is a national training programme for SNAs. The design and roll out , on a pilot basis, of a national training programme for SNAs is being prioritised and work is ongoing in this regard.
194. Deputy Peter Burke asked the Minister for Education and Skills the reason a limited additional accommodation grant was provided to a school (details supplied); and if he will make a statement on the matter. [43100/19]
Amharc ar fhreagraI wish to advise the Deputy that a review of an application for additional accommodation under the 'Additional School Accommodation Scheme' has been received from the school in question. The review is currently under assessment, as soon as this process is completed a decision will be conveyed directly to the school authority.
195. Deputy Tony McLoughlin asked the Minister for Education and Skills the timeline to sign required documents in the case of a school (details supplied); and if he will make a statement on the matter. [43119/19]
Amharc ar fhreagraI can confirm that officials in my Department are progressing this matter and the document referred to by the Deputy will be signed and sealed as soon as possible, and returned to the Department's legal representatives to finalise the matter.
196. Deputy Thomas Byrne asked the Minister for Education and Skills the position regarding the educational services provided at a centre (details supplied); if planning is under way to provide a location for services to be provided in another location; if the location has been identified; and if he will make a statement on the matter. [43135/19]
Amharc ar fhreagraCork Education and Training Board (CETB) currently provides two thousand ‘co-operation hours' annually to the Sacred Heart House located in the Bessborough Centre in Cork. The co-operation hours scheme is a longstanding arrangement under which Education and Training Boards (ETBs) provide teaching hours for settings run by a range of organisations. In this case CETB employs 3 teachers who deliver education and training to early school leavers in the Bessborough Centre. No funding is provided by my Department or CETB to the centre for its early school leaver provision.
I understand from CETB that they are aware that the Sacret Heart Order wishes to dispose of the property and that a sale is being pursued. They are currently engaging with the Bessborough Centre to explore options for the continued delivery of education and training to early school leavers.
Cork ETB previously funded a Local Training Initiative (LTI) in horticulture on the site. The provision previously delivered on the site has already been relocated to the Ardfoyle Centre in Cork.
197. Deputy Dara Calleary asked the Minister for Education and Skills if he is in receipt of a funding application from a primary school (details supplied) in County Mayo; and if he will make a statement on the matter. [43136/19]
Amharc ar fhreagraI can confirm that the school referred to by the Deputy has submitted an application under my Department’s multi-annual Summer Works Scheme (SWS) 2020 onwards.
I wish to advise the Deputy that commensurate with the level of funding available for the SWS in 2020, applications will be assessed on a top down basis in accordance with the prioritisation criteria outlined in the governing Circular Letter for the Scheme. This Circular Letter (0027/2019) is available on my Department's website www.education.ie.
It is my intention to publish a list of successful applicants in Q4 2019 for works to be carried out in summer 2020.
198. Deputy Mary Lou McDonald asked the Minister for Education and Skills if the review of the ex gratia scheme has been completed; and if he will make a statement on the matter. [43148/19]
Amharc ar fhreagraThe review of the ex gratia scheme is progressing but is not yet complete. However, Payments are being made to a number of victims of child sexual abuse in day schools on foot of the assessments made by the Independent Assessor to the ex gratia scheme, Mr. Justice Iarfhlaith O'Neill. The current position is that sixteen offers of payment have been made and, to date, seven have been accepted.
In response to the assessor's determinations my Department, in conjunction with the Office of the Attorney General, is examining the ex gratia scheme.
199. Deputy Catherine Martin asked the Minister for Education and Skills his plans to make a change to the eligibility criteria for the SUSI grant to deal with situations such as that of a person (details supplied); the measures he plans to undertake to improve the fairness of the SUSI grant eligibility criteria; and if he will make a statement on the matter. [43156/19]
Amharc ar fhreagraAssessment of means under the Student Grant Scheme 2019 is based on gross income from all sources, of the applicant and his/her parents.
Under Article 32 of the Student Grant Scheme 2019 a student may apply to the awarding authority to have his/her eligibility assessed or reassessed in the event of a change in circumstances, which includes reckonable income, between 1 January 2019 and the end of the academic year, which is likely to continue for the foreseeable future or the duration of the course attended.
The decision on eligibility for a student grant is a matter, in the first instance, for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI.
Where an individual applicant has had an appeal turned down in writing by an appeals officer in SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal may be submitted to the independent Student Grants Appeals Board within the required timeframe (i.e. not later than 30 days after the notification of the determination of the appeals officer to the applicant). Such appeals can be made by the appellant on line via www.studentgrantappeals.ie.
Apart from the Student Grant Scheme, students in third-level institutions experiencing 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.
200. Deputy Sean Sherlock asked the Minister for Education and Skills the status of a school development (details supplied). [43177/19]
Amharc ar fhreagraThe building project is being delivered under my Department's Design & Build programme. This delivery programme uses a professional external Project Management team to progress the project through the stages of architectural planning, tendering and construction.
An application for Planning Permission in respect of the works was submitted to Cork County Council on 26th September 2019. As with all school building projects, the exact timeframe for delivery of the school will be dependent on the grant of planning permission.
The schools Board of Management will be kept informed of progress by my Department's officials.
201. Deputy Sean Sherlock asked the Minister for Education and Skills the status of a school project (details supplied). [43180/19]
Amharc ar fhreagraThe major building project referred to by the Deputy is at an early stage of Architectural Planning.
A Design Team was appointed but a number of site issues were required to be addressed which precluded the progression of the project pending their resolution. The school has now confirmed to the Department that all site issues have been resolved in order to facilitate the progression of this building project.
The school also requested an increase to the original Project Brief from a Principal plus 12 mainstream teachers up to a Principal plus 16 mainstream teachers with 2 SEN class bases. My Department has approved the increased project brief on the understanding that the additional area can be accommodated on the proposed site.
Under EU Procurement Regulations a new procurement procedure is required to be undertaken where there are substantial modifications to a project. As such, a new Design Team is required to be appointed. My Department is in contact with the school authorities in that regard.
This major building project is included in my Department's Construction Program being delivered under the National Development Plan.
202. Deputy Catherine Martin asked the Minister for Education and Skills if a school (details supplied) is planned to have an ASD unit in place by the start of the 2020/2021 school year; and if he will make a statement on the matter. [43192/19]
Amharc ar fhreagraThe 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.
This includes the establishment of special class and special school placements in various geographical areas where the NCSE identifies need.
It is open to any school to make application to the NCSE to establish a class where a need has been identified in their area. My Department is not involved in considering applications from individual schools.
The NCSE have well established structures to ensure that advance planning is in place so that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
In deciding where to establish a special class in an area, the NCSE take account of the current and projected demand and the available school accommodation both current and planned. In this regard, the SENO will also approach individual schools in the area to discuss the matter with a view to finding the optimal location in terms of convenience and sustainability.
The NCSE team of locally based Special Education Needs Organisers (SENOs) are available to assist and advise schools to plan for special class provision and to address issues in provision that may arise from time in time at local levels.
Guidelines for Boards of Management and Principals of Primary and Post Primary schools contain information on setting up and organising special classes, including information on resources which may be provided to schools to establish special classes are available to download from www.ncse.ie.
As the Deputy's question relates to the NCSE planning for special class provision in a particular area, and in relation to a particular school, I have arranged for the question to be forwarded to the NCSE for their attention and direct reply.
203. Deputy Brendan Ryan asked the Minister for Education and Skills if a school (details supplied) has met all building standard regulations; if there are works outstanding; the remediation or repair work which has had to be carried out or is planned to be carried out; and if he will make a statement on the matter. [43212/19]
Amharc ar fhreagraThe Deputy will be aware that the Department commenced a programme of structural assessments in over 40 schools built by a company in late October last year. At that time, a part of 1 school building was closed, immediate precautionary measures were put in place in 22 schools, with the remaining 17 schools, including Rush and Lusk Educate Together, not requiring immediate precautionary measures pending further detailed investigations. Detailed investigations in the 22 schools with precautionary measures in place took place between January and May 2019. The first phase of the School Remediation Programme for these schools took place during the 2019 summer holiday period with permanent remediation work carried out enabling the removal of precautionary measures in full in 14 schools and preparatory work well advanced to commence structural remediation work in the remaining 8 schools.
Planned detailed investigations in the remaining 17 schools, which includes Rush and Lusk Educate Together, also took place over the Summer months. The engineering advice following those detailed investigations was that some temporary engineering solutions and other precautionary measures should be completed in some parts of some of these buildings until permanent remediation works were designed, programmed and delivered. These works were completed in advance of these schools re-opening for the new school year.
The programme to complete the remediation of all the impacted schools including Rush and Lusk Educate Together is continuing, with the intention to maximise holiday periods.
204. Deputy Brendan Griffin asked the Minister for Education and Skills further to Parliamentary Question No. 457 of 6 September 2019, if school transport will be provided to a person (details supplied) in County Kerry; and if he will make a statement on the matter. [43287/19]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department. In the 2018/2019 school year over 117,500 children, including over 13,000 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €200m in 2018.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
Bus Éireann has advised that the child referred to by the Deputy is attending his nearest school but was deemed ineligible in error, this has now been rectified. Bus Éireann has confirmed that they will liaise directly with the family to inform them how they can proceed with their application and in regard to transport arrangements for the child.
205. Deputy Tony McLoughlin asked the Minister for Education and Skills when a decision will be made on an emergency works application by a school (details supplied); and if he will make a statement on the matter. [43294/19]
Amharc ar fhreagraThe 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 roof issues.
I am pleased to inform the Deputy that this review has been completed. Consequently, these repairs have been sanctioned and a letter outlining the approved funding has been forwarded to the School Authority.
206. Deputy Bríd Smith asked the Minister for Education and Skills the cost of legal fees and settlements in colleges (details supplied) in each of the years 2014 to 2018 and to date in 2019, including a settlement in 2018 at the Workplace Relations Commission, WRC, for alleged bullying. [43295/19]
Amharc ar fhreagraThe colleges referred to in the question from the Deputy are under the patronage of Cavan and Monaghan Education and Training Board (CMETB). Management of industrial relations issues under the auspices of the Work Place Relations Commission (WRC) and further on appeal through the Courts, including any legal fees or settlements resulting from such cases, are matters for the ETB concerned.
CMETB has advised my officials in that in the case of Inver College there were two disputes before the WRC in the years between 2014 and 2019. My officials have been further advised that the cases were settled between the parties on confidential terms including legal costs. The legal costs incurred by the ETB in managing one case was €8,601 and in the second cases the ETB's legal costs were covered by their insurance.
In the case of Largy College following High Court and Court of Appeal hearings against CMETB relating to a decision to transfer a teacher from that college in which the litigant was unsuccessful legal costs totalling €188,852.93 were awarded to CMETB. As the litigant did not consent to these costs the matter has now been sent for taxation in default of agreement.
207. Deputy Bríd Smith asked the Minister for Education and Skills if the appointment of a principal to an education and training board college is subject to departmental scrutiny and approval; if so, the process involved; if allegations of previous breaches of dignity at work guidelines are taken into account before such an appointment; and if he will make a statement on the matter. [43296/19]
Amharc ar fhreagraThe Chief Executive of an Education and Training Board(ETB) is responsible for executive functions in the ETB, including recruitment and employment of staff. ETBs appoint Principals using a Competency Based recruitment process. This process is conducted in accordance with the principles of recruitment as per the Commission for Public Service Appointments.
208. Deputy Bríd Smith asked the Minister for Education and Skills the results and actions taken as a result of the investigation into the protected disclosure regarding alleged wrongdoing at a college (details supplied). [43297/19]
Amharc ar fhreagraThe Protected Disclosures Act 2014 came into effect on 15 July 2014. This Act provides a framework within which workers can raise concerns regarding potential wrongdoing that has come to their attention in the workplace in the knowledge that they can avail of the protections afforded under the legislation.
The school to which the Deputy refers operates under the patronage of Cavan and Monaghan Education and Training Board (ETB). Protected disclosures relating to that school are dealt with by the ETB concerned.
209. Deputy Bríd Smith asked the Minister for Education and Skills the number of teachers employed at colleges (details supplied) at the time of the appointment of the current principal; and the number that have left. [43298/19]
Amharc ar fhreagraTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The school referred to by the Deputy is an ETB (Education and Training Board) school under the remit of Louth/Meath ETB. My Department allocates teaching posts to individual ETB Schemes in accordance with the published criteria. The distribution of this staffing allocation between its schools and the recruitment and appointment of teachers, including Principals, to fill teaching posts is a matter for the Chief Executive of each ETB, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
210. Deputy Bríd Smith asked the Minister for Education and Skills the number of students enrolled at colleges (details supplied) on 1 September 2019; and the number presently enrolled. [43299/19]
Amharc ar fhreagraThe process of schools submitting their annual census is still ongoing.
We will be in a position to publish provisonal enrollment figures for the 2019 academic year for all post primary schools in January 2020.
211. Deputy Mattie McGrath asked the Minister for Education and Skills the consultancy service providers engaged by his Department from 1 January 2018 to 1 January 2019; the costs associated with each (details supplied); the reason for each service engagement; and if he will make a statement on the matter. [43312/19]
Amharc ar fhreagraDetails of consultancy payments made by my Department for the year 2018 are available on my Department's website at the following link: https://www.education.ie/en/Publications/Corporate-Reports/Financial-Reports/Expenditure-on-Consultancy/expenditure-on-consultancy-by-department-of-education-and-skills-in-2018.pdf
212. Deputy Mattie McGrath asked the Minister for Education and Skills the details of each value for money and policy review conducted by his Department from 1 January 2018 to 1 January 2019; the cost of each exercise; and if he will make a statement on the matter. [43329/19]
Amharc ar fhreagraAs part of the Value for Money and Policy Review initiative, during the period referenced by the Deputy, work progressed on the Focused Policy Assessment on the Economic Impact of International Students in Higher Education in Ireland. This work was conducted by staff of my Department and consequently no external financial costs were incurred.
213. Deputy Peadar Tóibín asked the Minister for Education and Skills the number of primary and secondary schools in each county that have autism units; and the number of primary and secondary school students diagnosed with autism in each county. [43375/19]
Amharc ar fhreagraMy Department does not hold information in relation to the number of children with a diagnosis of Autism Spectrum Disorder in school.
The National Council for Special education (NCSE), an independent agency of my Department, is responsible for planning, coordinating and advising on education provision for children with special educational needs in consultation with the relevant education partners and the Health Service Executive (HSE).
The NCSE’s policy advice on Supporting Students with Autism Spectrum Disorder (2016) noted a national ASD prevalence rate of 1.55% or 1 in every 65 students.
There were 567,772 students enrolled in Primary schools and 362,899 students enrolled in Post Primary schools in the 2018/19 school year. Enrolment data for the 2019/20 year will be available later in the year.
167 new special classes will be opened for the 2019/20 school year, which means there will be 1,622 special classes in place, compared to 548 in 2011. 1,355 are Autism Spectrum Disorder (ASD) special classes, including 133 ASD early intervention classes, 852 primary ASD classes and 370 post-primary ASD classes in mainstream schools.
124 special schools also provide specialist education for those students with complex special educational needs including ASD.
Details of all special classes for children with special educational needs including special classes for Autism are available by county on the NCSE website www.ncse.ie.
214. Deputy Peadar Tóibín asked the Minister for Education and Skills the number of new teachers needed each year for Gaelscoileanna; and the number of teachers that are graduating each year from teacher training colleges having undertaken their training completely in Irish. [43376/19]
Amharc ar fhreagraTeacher allocations to all schools (including Gaelscoileanna) are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department’s website.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). In accordance with Department Circulars 0044/2019 and 31/2011, schools are required to employ appropriately qualified and registered teachers.
At primary, all teachers must be qualified to teach the range of subjects as outlined in the Primary School Curriculum -1999 (Curaclam na Bunscoile) to children in all classes. The ability to speak Irish proficiently and to use Irish as the language of incidental communication in the classroom is a prerequisite for teaching for all teachers. This is reflected in the Teaching Council’s Criteria and Guidelines for Programme Providers (2011, updated in 2017), against which all programmes of Initial Teacher Education (ITE) are accredited, where Gaeilge is a mandatory element of all primary programmes.
At post-primary, an Irish language Certificate for Post-Primary schools (Teastas Gaeilge do Mhúinteoirí Iarbhunscoile (TGMI), allows teachers to show that they fulfill the requirement in Irish for appointment as a teacher in Post- Primary schools in which Irish is the daily teaching medium. A specific programme is offered by the National University of Ireland, Galway, a Máistir Gairmiúil san Oideachas (Professional Masters in Education) Initial Teacher Education programme, targeted towards post-primary teachers of other subjects through Irish.
A number of measures which support the supply of teachers to Irish-medium schools have been introduced as part of the implementation of the Policy on Gaeltacht Education 2017-2022. This includes the commencement in 2018 of a new Irish-medium Masters in Education (M.Ed.) for primary and post-primary teachers, including principals, in Mary Immaculate College and the commencement in 2019 of a new 4-year Irish-medium Bachelor of Education (B.Ed.) for primary teachers in Marino Institute of Education. The new programmes provide for up to 60 new places for teacher education through Irish annually. Since 2017, two additional teaching posts have also been provided for the Máistir Gairmiúil san Oideachas (Professional Masters in Education) teacher education programme NUI Galway via secondment arrangements. The objective of these two additional posts is to work towards increasing the number of post-primary teachers who can deliver a range of subjects through the medium of Irish. The number of students enrolled in the first year of the programme has increased from 25 in 2017 to 35 in 2019.
