Holly Cairns
Ceist:293. Deputy Holly Cairns asked the Minister for Education and Skills if an indicative roadmap will be provided on when and the way in which primary and secondary schools will be returning. [9382/20]
Amharc ar fhreagraCovid-19 Pandemic
Ceisteanna (293)
Freagraí scríofa
On the 1 May 2020, the Taoiseach announced as part of the "Roadmap for Reopening Society and Business" that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.
My Department is engaging and working with the education partners and relevant stakeholders on planning arrangements for the re-opening of schools in accordance with the timeframe outlined in the roadmap and all decisions on how schools are to safely re-open and operate will be consistent with public health advice.
As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools. These will now be worked through in detail as part of the development of the roadmap for re-opening schools.
Guidance will issue to schools on the logistical and curricular arrangements to be put in place to facilitate the phased re-opening of schools. This guidance will provide a framework for individual schools to develop plans for the re-opening of school in accordance with their own circumstances and context and the needs of their staff and students.
Youth Services
Ceisteanna (294)
Holly Cairns
Ceist:294. Deputy Holly Cairns asked the Minister for Education and Skills the steps he is taking to provide young persons with non-formal educational and outdoor activities resources and opportunities for the summer months in the context of an absence of usual summer camps. [9384/20]
Amharc ar fhreagraFreagraí scríofa
It is regrettable that any summer camps have been or will be cancelled as they can be a memorable time for students who participate in them.
Non-formal educational and outdoor activities resources and opportunities for the summer months including summer camps are not provided by my Department. These activities are normally provided for by organisations that charge a fee for their product/service and my Department does not endorse any one product or service. Some services are offering online options this year, the option is available should families decide they wished to pay for these camps.
My Department has a general policy of encouraging the use of school facilities by community and other groups where this is possible and following consultation with the relevant school authorities, published Guidelines on the use of School Buildings outside of school hours. These guidelines can be viewed on my Department's website at this link:
https://www.education.ie/en/Publications/Policy-Reports/guidelines-on-the-use-of-school-buildings-outside-of-school-hours.pdf
It is recognised that schools play an important role in their wider communities and many schools make their facilities available outside of school hours for a variety of different uses and users. The core objective of any decision in this regard, is that any activity is operated in a safe manner and must be consistent with public health advice.
School Staff
Ceisteanna (295)
Brendan Griffin
Ceist:295. Deputy Brendan Griffin asked the Minister for Education and Skills if a school (details supplied) in County Kerry will be permitted to retain its current teaching complement in view of the impact of the Covid-19 crisis; and if he will make a statement on the matter. [9425/20]
Amharc ar fhreagraFreagraí scríofa
The criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location. The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.
The school has not submitted a staffing appeal to date. The Primary Staffing Appeals Board will next consider appeals in June. The closing date for the receipt of staffing appeals is 15th June.
Third Level Education
Ceisteanna (296)
Jennifer Whitmore
Ceist:296. Deputy Jennifer Whitmore asked the Minister for Education and Skills if his attention has been drawn to the situation facing social care students who would typically carry out 800 hours of placement under QQI and CORU guidelines in two block placements in year two and three and which due to Covid-19 work placements have not been halted with students unable to start their placements (details supplied); if placement hours will be altered to reflect the situation for students in this position who want to progress to the next year; if he has met with QQI and CORU regarding this situation; the proposals being considered; and if he will make a statement on the matter. [9437/20]
Amharc ar fhreagraFreagraí scríofa
I am aware that issues have been raised in relation to placement hours for students of Social Care programmes. While I have not met with QQI or CORU directly on this issue, my Department is keeping abreast of developments in this regard.
Since the onset of the Covid-19 outbreak, significant work has been undertaken by a stakeholder group chaired by the Quality and Qualifications Ireland (QQI) and including the representative bodies of education providers to address issues relating to the maintenance of the quality and standards of teaching and learning, assessment and qualifications. This group has focused on the implementation of alternative arrangements, where appropriate and necessary, to meet both these standards and, where applicable, the educational accreditation criteria established by Professional Recognition Bodies (PRBs).
In the case of Social Care, the awards standards established by QQI including placement requirements reflect the accreditation criteria that have been set out by CORU, Ireland's multi-profession Health and Social Care Regulator and consequently the relevant PRB for this profession. Engagement is ongoing between members of the stakeholders group, QQI and CORU in addition to direct engagement between CORU and individual education providers. These engagements are to ensure that necessary arrangements are put in place to maintain standards of education and training in this area so that students can progress e.g. from second year into third year or, where relevant, graduate with the relevant professional competencies that have been set out by CORU and which are reflected in QQI’s award standards.
Students should engage directly with their provider for further information on the arrangements being implemented for their particular year and course.
Special Educational Needs
Ceisteanna (297)
Jennifer Whitmore
Ceist:297. Deputy Jennifer Whitmore asked the Minister for Education and Skills if he will provide further clarity on the status of the July provision; and if he will make a statement on the matter. [9438/20]
Amharc ar fhreagraFreagraí scríofa
My Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.
They have also lost out on specialist supports during this closure period.
My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.
These include –
- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;
- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs
- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.
- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year
- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)
- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.
- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.
Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.
However my Department is planning for a summer provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.
State Examinations
Ceisteanna (298)
Jennifer Whitmore
Ceist:298. Deputy Jennifer Whitmore asked the Minister for Education and Skills the reason for a short timeframe for leaving certificate students to register online; the efforts his Department is making to ensure that those children who do not have access to technology can register; if an extended timeframe will be allocated to those young persons unable to register on time due to the existing digital divide made even more apparent under Covid-19; and if he will make a statement on the matter. [9440/20]
Amharc ar fhreagraFreagraí scríofa
The Calculated Grades Student Portal opened for registration to Leaving Certificate and Leaving Certificate Applied students on Tuesday 26 May. All Leaving Certificate and Leaving Certificate Applied students were required to register on the portal between 10am Tuesday 26 May and 10pm Thursday 28 May. The deadline for registration was subsequently extended to 12pm on Friday 29 May. Swift registration will assist with endeavouring to provide Leaving Certificate results based on calculated grades to candidates as close as possible to the normal results day.
Every school was sent information on the portal and how to register, and was asked to circulate this to students and to parents and guardians. If a student had trouble getting access online, helpline support was made available from midday on Tuesday 26 May, and every effort was made to contact students to encourage them to register.
If an individual student has a particular difficulty in registering and has not been able to do so, my Department will look sympathetically at such circumstances where the student makes contact with the Department.
Student Accommodation
Ceisteanna (299)
Jennifer Whitmore
Ceist:299. Deputy Jennifer Whitmore asked the Minister for Education and Skills the way in which he plans to address the ongoing issue of student accommodation in which students who left their accommodation due to Covid-19 when universities were shut down and are not being refunded their accommodation fees; the representations his Department has made on this issue; if a partial or full refund of accommodation fees is being considered; if he is considering making available financial supports for students in this situation; and if he will make a statement on the matter. [9441/20]
Amharc ar fhreagraFreagraí scríofa
My Department is working with representatives from the higher education sector to address the challenges faced by students in this difficult time. I understand, based on the information available to me, that students in university-owned accommodation will receive pro-rata refunds if they have vacated their accommodation.
I have indicated that I would wish to see this principle applied in the case of students who were residing in privately owned student accommodation however it is not within my remit to direct any accommodation provider to offer a refund.
Refund or cancellation policies in student accommodation should be set out in the license agreement signed at the beginning of the academic year. In the first instance students should engage with their accommodation provider to see if an arrangement can be reached in regard to a refund.
If this is not possible, under the Residential Tenancies (Amendment) Act 2019 students have access to the Dispute Resolution Services of the Residential Tenancies Board (RTB). The relevant division of the RTB can be contacted by email at ssa@rtb.ie or by phone on 0818 30 30 37 or 01-702 8100.
Special Educational Needs
Ceisteanna (300)
Paul Donnelly
Ceist:300. Deputy Paul Donnelly asked the Minister for Education and Skills the allocation regarding special needs provision for the 2020/2021 school year; when schools will be notified; and if he will make a statement on the matter. [9466/20]
Amharc ar fhreagraFreagraí scríofa
Schools have been notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations will be frozen, from the date of issue of Circular 0030/2020, and will automatically roll over into the 2020/21 school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts can continue in these posts for the next school year in the normal way.
- Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will be dealt with by way of an exceptional review process.
- A diagnosis of a disability, or a psychological or other professional report, will not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
The NCSE will endeavour to respond to all applications for exceptional review received prior to 22nd May 2020 by 30th June 2020 and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools.
Applications for an Exceptional Review received after 22 May 2020 will continue to be processed once all other applications have been completed.
The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.
A new frontloading model for allocating Special Needs Assistants to primary and post primary schools for students in mainstream classes only was to be introduced in the 2020/21 school year as part of the phased roll out of the School Inclusion Model (SIM). Due to the disruption caused by the Covid-19 public health crisis, the introduction of the model has been deferred for one year.
The National Council for Special Education published the allocations for the coming school year on 28th May last and they are available on their website, www.ncse.ie.
Question No. 301 answered with Question No. 174.
Student Accommodation
Ceisteanna (302)
Robert Troy
Ceist:302. Deputy Robert Troy asked the Minister for Education and Skills if he will contact an accommodation provider (details supplied) with regard to its refusal to issue refunds to students. [9493/20]
Amharc ar fhreagraFreagraí scríofa
My Department is working with representatives from the higher education sector to address the challenges faced by students in this difficult time. I understand, based on the information available to me, that students in university-owned accommodation will receive pro-rata refunds if they have vacated their accommodation.
I have indicated that I would wish to see this principle applied in the case of students who were residing in privately owned student accommodation however it is not within my remit to direct any accommodation provider to offer a refund.
Refund or cancellation policies in student accommodation should be set out in the license agreement signed at the beginning of the academic year. In the first instance students should engage with their accommodation provider to see if an arrangement can be reached in regard to a refund.
If this is not possible, under the Residential Tenancies (Amendment) Act 2019 students have access to the Dispute Resolution Services of the Residential Tenancies Board (RTB). The relevant division of the RTB can be contacted by email at ssa@rtb.ie or by phone on 0818 30 30 37 or 01-702 8100.
Special Educational Needs
Ceisteanna (303)
Norma Foley
Ceist:303. Deputy Norma Foley asked the Minister for Education and Skills his plans to fully continue the July provision in summer 2020; and the details of same. [9494/20]
Amharc ar fhreagraFreagraí scríofa
My Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.
They have also lost out on specialist supports during this closure period.
My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.
These include –
- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;
- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs
- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.
- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year
- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)
- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.
- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.
Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.
However my Department is planning for a summer provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.
Special Educational Needs
Ceisteanna (304)
Norma Foley
Ceist:304. Deputy Norma Foley asked the Minister for Education and Skills the status of the 2020 July programme (details supplied); his plans to run the programme in summer 2020; if it will be incorporated into the July provision initiative; and if he will consider involving SNAs in order to meet new health and safety requirements. [9495/20]
Amharc ar fhreagraFreagraí scríofa
My Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.
They have also lost out on specialist supports during this closure period.
My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.
These include –
- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;
- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs
- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.
- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year
- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)
- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.
- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.
Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.
However my Department is planning for a summer provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.
Special Educational Needs
Ceisteanna (305)
Michael McGrath
Ceist:305. Deputy Michael McGrath asked the Minister for Education and Skills his plans to provide additional supports to children with special needs to assist them in re-integrating in a school environment as soon as it is safe to do so in view of the significant impact that the closure of schools has had on all children, but particularly on children with special needs; his further plans to provide additional supports outside of school between now and the return of schools in the autumn for these children; and if he will make a statement on the matter. [9496/20]
Amharc ar fhreagraFreagraí scríofa
On the 1st May 2020, the Taoiseach announced as part of the "Roadmap for Reopening Society and Business" that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.
My Department is currently working with the Education Partners and relevant stakeholders in planning for this re-opening which will be based on public health advice. As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools.
The issues raised by the education partners will now be worked through in detail as part of the development of the roadmap for reopening schools.
A core objective will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.
In the interim, my Department has provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.
Supports are provided to schools and teachers engaged in distance learning and these are available at https://www.education.ie/en/covid-19/#14
In addition to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.
The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.
Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.
Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment
Details of the full range of supports that the NCSE provides for teachers and parents is available at:
https://ncse.ie/online-resources
The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/
Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at
https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html
Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html
I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.
This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.
While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.
My Department is also planning for a summer provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.
Question No. 306 answered with Question No. 194.
Information and Communications Technology
Ceisteanna (307)
Gary Gannon
Ceist:307. Deputy Gary Gannon asked the Minister for Education and Skills if the book grant scheme for 2020/2021 will allow schools to secure information technology tools and e-books in view of the recent learnings from Covid-19 and the fact that schools have not been able to use the funds in the past due to licensing fees. [9504/20]
Amharc ar fhreagraFreagraí scríofa
This Department provides a book grant to all recognised primary and post primary schools within the Free Education Scheme in order to provide assistance for books including Book Rental Schemes. Under this scheme, the Department provided funding of €16.9 million in 2019 to all of these schools.
I also announced additional funding of €1million which is being allocated to 102 Primary DEIS schools for a new pilot programme for the 2020/21 school year. The aim of this pilot is to provide free school books for students in the schools involved, and to support these schools in eliminating the cost of school books for parents. Under Circular 46/2013, DEIS schools receive a book grant of €21 per student. This pilot will provide an additional €64 per student to increase the overall book grant rate to €85 per student enrolled in the school. This additional funding issued to schools in May 2020.
The decision to use e-books and secure information technology tools is a matter for the Board of Management of a school. Where the introduction of new technology is planned, consultation with members of the school community including parents is advised. The cost and other implications must be fully considered by the Boards of Management before a decision is made.
An advice sheet on the adoption of tablets in schools is available on the PDST-Technology in Education (PDST-TIE) website, detailing what tablets can offer a school, educational considerations, purchasing considerations and software.
Schools who pay the ICLA license fee are covered by license for reproducing material for educational purposes, either online or in print. Most publishers issue eBooks for free with the purchase of their text books, but this is at the publisher’s discretion. It is up to the school to negotiate the package with the various companies should they feel that the product will be useful in their delivery of the curriculum.
Third Level Admissions
Ceisteanna (308)
Gary Gannon
Ceist:308. Deputy Gary Gannon asked the Minister for Education and Skills if he will recommend to higher level institutions to increase dedicated places for students progressing on from post-leaving certificate courses in view of the expected decrease in international students. [9505/20]
Amharc ar fhreagraFreagraí scríofa
We understand that this is a time of uncertainty for students hoping to progress to higher education and work is ongoing in ensuring that the third level entry process can progress as smoothly and equitably as possible. The National Co-ordination group for tertiary education is meeting on a regular basis, and is closely monitoring the impact that Covid-19 is having on third level institutions and their current and prospective students.
In light of the current public health circumstances, it is difficult to predict the expected international student numbers for next academic year. Much depends on unfolding events such as all available national and international public health advice, particularly in respect of international travel for programmes where a physical presence in Ireland is needed.
Higher education institutions are autonomous with regard to management of their academic affairs including admissions procedures. The CAO processes applications for undergraduate, and some postgraduate, courses on behalf of the HEIs. Decisions on admissions are made by the HEIs which then instruct the CAO to make offers to successful candidates. This remains the case this year, including in the case of any drop in domestic or international enrolments.
State Examinations
Ceisteanna (309)
Gary Gannon
Ceist:309. Deputy Gary Gannon asked the Minister for Education and Skills if there are dedicated advocates for DEIS schools, students with disabilities and experts in inclusive assessment and education in the advisory group for contingency planning for State examinations 2020; and if not, if he will ensure representation of such advocates. [9506/20]
Amharc ar fhreagraFreagraí scríofa
As part of planning for the State examinations, I established an advisory group of stakeholders, including representatives of students, parents, teachers, the management and leadership of schools, the National Council for Curriculum and Assessment, the State Examinations Commission, and officials of my Department, including the National Educational Psychological Service. A representative of the Higher Education Authority also attends all meetings of the Advisory Group as an observer.
One of the terms of reference for the Group is to minimise, as far as possible, the particular impact that school closures have had on the learning and examination performances of vulnerable groups of students. These include students from disadvantaged backgrounds (including students in homelessness or emergency accommodation, students in refugee/asylum seeker accommodation), students for whom remote learning has not worked well, and students with special educational needs.
Meeting documentation and agreed minutes of meetings are published on my Department’s website.
I have met separately with representatives of AsIAm, Inclusion Ireland, Down Syndrome Ireland and the National Association of Boards of Management in Special Education, to discuss the impact of school closure on students with special education needs. I also met with the Ombudsman for Children to discuss a variety of issues, such as continuity of learning for children with special educational needs and supports for disadvantaged learners.
I am looking at what potential there might be for the running of existing programmes supporting children at greatest risk of educational disadvantage during the summer. My Department is working closely with the Department of Children and Youth Affairs and Tusla on this.
Question No. 310 answered with Question No. 174.
Question No. 311 answered with Question No. 141.
State Examinations
Ceisteanna (312)
Martin Heydon
Ceist:312. Deputy Martin Heydon asked the Minister for Education and Skills the plans and provisions being made for those currently in fifth year who have missed out on a large part of their leaving certificate preparation for 2021; and if he will make a statement on the matter. [9519/20]
Amharc ar fhreagraFreagraí scríofa
Following the school closure in March 2020, my Department published a range of guidance to assist schools and teachers in ensuring continuity of teaching and learning for students as well as supporting their wellbeing during the COVID-19 pandemic.
This guidance aimed, inter alia, to ensure regular engagement of students in lessons, tasks and learning experiences across the range of curriculum subjects, provision of regular assignments and regular, practical, supportive and customised feedback on work submitted.
Schools adopted various ways to engage with their students in accordance with the technology and broadband resources available in school and at home, including by post, e-mails, communication apps, the school website, use of other digital communicative platforms, including live meetings. Schools were asked to be conscious of pupils who may not have access to online facilities and to adapt approaches so that these pupils continued to have the opportunity to participate in learning.
The aim of these distant learning approaches, the guidance which issued to all schools and the regular engagement with students, was to ensure that students stayed connected with and progressed their learning. These actions will, therefore, have helped to minimise the impact of school closure.
In the context of planning for a return to school which is underway, my Department is, inter alia, considering the curriculum, i.e. what needs to be put in place to support ongoing progression for learners and addressing any shortfall that may result from school closures. Those going into sixth year in post primary schools are a group that will receive a particular focus in the context of preparations for the Leaving Certificate examinations in 2021.
My Department is acutely aware of the challenges faced by students at this difficult time, and how the current circumstances will continue to present challenges into the future. The welfare of students is, and will continue to be, front and centre in all decision making.
Special Educational Needs
Ceisteanna (313)
Martin Heydon
Ceist:313. Deputy Martin Heydon asked the Minister for Education and Skills the status of provisions for those with special educational needs and their families; and if he will make a statement on the matter. [9520/20]
Amharc ar fhreagraFreagraí scríofa
On the 1st May 2020, the Taoiseach announced as part of the "Roadmap for Reopening Society and Business" that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.
My Department is currently working with the Education Partners and relevant stakeholders in planning for this re-opening which will be based on public health advice. As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools.
The issues raised by the education partners will now be worked through in detail as part of the development of the roadmap for reopening schools.
A core objective will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.
In the interim, my Department has provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.
Supports are provided to schools and teachers engaged in distance learning and these are available at https://www.education.ie/en/covid-19/#14
In addition to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.
The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.
Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.
Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment
Details of the full range of supports that the NCSE provides for teachers and parents is available at:
https://ncse.ie/online-resources
The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/
Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html
Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html
I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.
This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.
While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.
My Department is also planning for a summer provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.
School Accommodation
Ceisteanna (314)
Seán Crowe
Ceist:314. Deputy Seán Crowe asked the Minister for Education and Skills his plans and proposals for when the prefabs in a school (details supplied) will be replaced. [9524/20]
Amharc ar fhreagraFreagraí scríofa
The procurement process for a bundle of projects including the project in question commenced in December 2019 with the publication of a contract notice to determine a short-list of interested contractors.
The short-listing has been completed and the next step is to issue tender documentation to the short-listed candidates.
The tender documents are being finalised and tenders are due to issue in June. Construction of the school is expected to commence in Q4 this year.
Special Educational Needs
Ceisteanna (315)
Sorca Clarke
Ceist:315. Deputy Sorca Clarke asked the Minister for Education and Skills the progress and decisions made on facilitation of the July provision programme before the re-opening of schools of which he is in favour. [9551/20]
Amharc ar fhreagraFreagraí scríofa
My Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.
They have also lost out on specialist supports during this closure period.
My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.
These include –
- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;
- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs
- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.
- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year
- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)
- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.
- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.
Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.
However my Department is planning for a summer provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.