Dáil Éireann Debate, Tuesday - 28 July 2020
488. Deputy Neasa Hourigan asked the Minister for Education and Skills her plans to prioritise the return to in-person teaching of blind and visually impaired children in September 2020; and if she will make a statement on the matter. [18680/20]
Amharc ar fhreagra489. Deputy Neasa Hourigan asked the Minister for Education and Skills if her attention has been drawn to a report by an organisation (details supplied) on the implications of Covid-19 on the education of pupils that are blind and visually impaired; her views on same;; and if she will make a statement on the matter. [18681/20]
Amharc ar fhreagraMy Department has now published The Roadmap to the Full Reopening of Schools.
This roadmap sets outs how schools will reopen for all students, including students with special educational needs and those who are blind and visually impaired, from the end of August.
It envisages what the operation of our schools will look like upon reopening and contains a range of guidance on the measures to be implemented in schools in order to minimise the risk of the introduction, or spread, of infection in schools.
The Roadmap provides details of a range of Additional Supports which will be made available to schools to implement their Covid-19 Response Plan and to operate in a sustainable way.
These supports include:
- An enhanced Minor Works Grant to support full implementation of COVID-19 response plans
- Employing an aide to help with the school re-opening logistics;
- Additional financial supports to provide for additional cleaning, hand hygiene and PPE costs under the COVID-19 response plans.
- Increased management support to primary schools;
- Extending the current pilot supply panel for substitute teachers on a nationwide basis at primary school level;
- 1,080 additional teaching posts at post primary school level including 120 guidance posts;
- Enhanced supervision supports for post primary schools.
All of these measures will support the return of children with special educational needs to schools in August.
However, the Department is also making additional provision for special schools and special classes, in recognition of the particular challenges that these schools and classes will face dealing with children with complex medical and care needs.
Additional NEPS psychologists will be appointed to provide enhanced services to support the wellbeing of our school communities at this time, with a particular emphasis on the wellbeing of our special school communities.
Special schools will receive funding equivalent to 10 days, for the purposes of employing an aide to assist with the logistics for preparing for reopening.
The Minor Works Grant at Primary and Post Primary level include enhanced rates in respect of students in special classes and schools. This will facilitate preparatory works to be completed in schools to facilitate reopening such as refurbishment of toilets and reconfiguration of school spaces.
The additional per capita funding being provided for pupils in special schools and special classes recognises the additional needs that these pupils have and the additional measures that schools may be required to take to support them.
Special schools and schools with special classes where there is a teaching principal will receive one release day per week. Those schools with administrative Deputy Principals will be provided with 16 release days.
The Department is also supporting the replacement of all absences of SNAs in school settings.
Enhanced COVID-19 rates are payable in respect of students attending special schools and special classes attached to mainstream schools to assist with the extra costs associated with the cleaning of classrooms with a small number of students, operating specialist provision.
The COVID-19 capitation grant will also be the mechanism through which additional funding will be provided to cater for costs related to hand hygiene measures and PPE requirements under the COVID-19 Response Plan. Additional provision for this purpose will be confirmed with the establishment of the drawdown framework of suppliers.
For the Special Education Transport Service, funding supports will be made available to schools for the provision of masks or visors to School Bus Escorts where required, bearing in mind the SEN needs of the child/children on the service, and where physical distancing cannot be maintained.
It is also recognised that pupils with SEN will require particular support at the time of transition back to school including supporting their well-being, reducing potential anxiety and planning learning experiences that take account of the effect of school closures on their progress.
Approximately 15,000 pupils with SEN will have availed of the Department-supported summer provision and all records of progress for these children, whether the programmes were delivered in school or home settings, will be available to their schools to support planning for their needs in the new term.
Finally it is recognised that some children who have complex medical or special educational needs may not be able to return to school at the end of August because the relevant public health guidelines indicate they are at “very high risk”.
These students’ schools will provide additional supports for these students through designated teachers from within the staffing resources of the school.
Schools will have discretion to manage and redistribute their teaching support resources in order to best meet the learning needs of their pupils/students, including pupils/students at ‘very high risk’ due to COVID-19.
During the period of school closures the Department provided schools in the primary and special school sector and at post-primary level with a series of “Continuity of Schooling Guidance” documents to help education professionals and parents to support children learning in a remote environment. The events surrounding COVID-19 and the public health restrictions which resulted in the emergency closure of schools to learners has highlighted the absolute necessity for schools to be agile in how they can provide for continuity of teaching and learning in the future.
The continuity of teaching and learning during the emergency period was achieved with significant additional effort from all school staff working remotely to ensure students were supported during this time. Most schools put in place arrangements to communicate with students and parents demonstrating innovation and resilience by providing flexible local responses.
The Department is updating its Continuity of Schooling Guidance documents to support schools in responding in an agile way in the event of localised school closure or to continue to support pupils with medical or special educational needs who cannot attend school.
The return to school package includes enhanced allocations to support children, including children who are blind and visually impaired, to be able to return safely for the forthcoming school year.
