Written Answers Nos. 461-482
461. Deputy Michael Moynihan asked the Minister for Education if consideration will be given to providing more phased payment methods for school transport; if her attention has been drawn to the fact that parents would benefit from the option to pay school transport costs over a longer period of time; and if she will make a statement on the matter. [24701/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
Under the terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
As the Deputy is aware, my Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme and how it currently operates, its broader effectiveness and sustainability and that it adequately supports the provision of services to students and their families.
The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting the objectives of the schemes. The review will also examine the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also use transport services.
Wider considerations relating to operation of the scheme are now taking place in the next phase of the review which is currently underway. The Steering Group will continue to report on an interim basis as the review progresses.
462. Deputy Michael Ring asked the Minister for Education when school transport will be arranged for a child (details supplied); and if she will make a statement on the matter. [24703/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education.
In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
Bus Eireann have advised the pupil to whom the Deputy refers, has been accommodated on a school transport service. The family have been notified that transport is due to commence on Monday 16th May 2022.
463. Deputy Denis Naughten asked the Minister for Education the number of students with a diagnosis of autism in school in County Roscommon who are seeking post-primary autism special class placement in September 2022 by local school planning area; the number in each current school setting by local school planning area; the current number of post-primary places available for September 2022; the number of new places planned for September 2022; the number of students without places for September 2022 in each local school planning area; and if she will make a statement on the matter. [24740/22]
Amharc ar fhreagra464. Deputy Denis Naughten asked the Minister for Education the number of students with a diagnosis of autism in school in County Galway, who are seeking post-primary autism special class placement in September 2022 by local school planning area; the number in each current school setting by local school planning area; the current number of post-primary places available for September 2022; the number of new places planned for September 2022; the number of students without places for September 2022 in each local school planning area; and if she will make a statement on the matter. [24741/22]
Amharc ar fhreagra465. Deputy Denis Naughten asked the Minister for Education the number of students with a diagnosis of autism in school in County Westmeath, who are seeking post-primary autism special class placement in September 2022 by local school planning area; the number in each current school setting by local school planning area; the current number of post-primary places available for September 2022; the number of new places planned for September 2022; the number of students without places for September 2022 in each local school planning area; and if she will make a statement on the matter. [24742/22]
Amharc ar fhreagra466. Deputy Denis Naughten asked the Minister for Education the number of students with a diagnosis of autism seeking a primary autism special class placement in County Roscommon in September 2022, by local school planning area; the current number of primary school places available for September 2022; the number of new places planned for September 2022; the number of students without places for September 2022 in each local school planning area; and if she will make a statement on the matter. [24743/22]
Amharc ar fhreagra467. Deputy Denis Naughten asked the Minister for Education the number of students with a diagnosis of autism seeking a primary autism special class placement in County Galway in September 2022, by local school planning area; the current number of primary school places available for September 2022; the number of new places planned for September 2022; the number of students without places for September 2022 in each local school planning area; and if she will make a statement on the matter. [24744/22]
Amharc ar fhreagra468. Deputy Denis Naughten asked the Minister for Education the number of students with a diagnosis of autism seeking a primary autism special class placement in County Westmeath in September 2022, by local school planning area; the current number of primary school places available for September 2022; the number of new places planned for September 2022; the number of students without places for September 2022 in each local school planning area; and if she will make a statement on the matter. [24745/22]
Amharc ar fhreagraI propose to take Questions Nos. 463 to 468, inclusive, together.
Enabling students with additional needs to receive an education appropriate to their needs is an ongoing priority for this Government.
This year, the Department of Education will invest in excess of €2 billion, or over 25% of the Department’s budget in the area of special educational needs support. As a result the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
Since 2011, the number of special classes in mainstream schools has increased from 548 to a current total of 2,148 for the 2021/2022 school year. Of these, almost 1,900 special classes cater for students with autism.
Recognising some of the difficulties experienced by parents in securing appropriate school placements, over the last two year, the Department of Education and the National Council for Special Education (NCSE) have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year. Overall, this intensive intervention has seen an additional 300 special classes, providing 1,800 new places, already opened nationwide for the 2021/22 school-year.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
The Department and the NCSE continue to prioritise and support this work.
The Department also recognises that where parents have difficulties in securing an appropriate school placement for their child, particularly a child with additional needs, it can be a stressful experience. The Department is working hard to ensure that there are sufficient school places, appropriate to the needs of all children, available on a timely basis nationwide.
The Department and the NCSE are always grateful to schools who express a willingness to open a special class to meet the educational needs of students in their local communities.
There are Special Educational Needs Organisers (SENOs) located across the country and they have a specific remit in helping and supporting parents in accessing the education necessary for their children, including in identifying suitable school placements.
The NCSE is currently engaging in a process of establishing new classes for the 2022/2023 school year and beyond. The NCSE is looking at local information in relation to projected demand for future special education places, particularly to cater for students with autism who have associated complex needs.
NCSE have been working with stakeholders in the counties referenced by the Deputy for a number of years to meet the identified need in the county. SENOs are currently engaged with parents, schools and Boards of Management in these counties to establish the level of need and to ensure that the necessary arrangements are put in place to meet that need.
I should also state that Budget 2022 has provided funding to the Department and the NCSE for the creation of 287 additional special classes for the 2022/2023 school year. These additional classes will provide over 1,700 new places this year. This additional provision will bring the total number of special classes to over 2,400 in the 2022/2023 school year.
The list of special schools is available on the NCSE website at the following link:
ncse.ie/wp-content/uploads/2021/12/NCSE-Special-School-Allocations-21-22-website-03-12-2021.pdf
and for special classes at:
ncse.ie/wp-content/uploads/2022/04/Final-2021_2022-Sp-Class-list-25_03_22.pdf
469. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of additional students who have enrolled in secondary schools since 1 January 2022 to date who are Ukranian refugees, by county, by school planning area or electoral area and by school. [24753/22]
Amharc ar fhreagra470. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of additional students who have enrolled in primary schools since 1 January 2022 to date who are Ukranian refugees, by county, by school planning area or electoral area and by school. [24754/22]
Amharc ar fhreagraI propose to take Questions Nos. 469 and 470 together.
As of 13 May, 5,843 Ukrainian pupils have been enrolled in schools across Ireland. Out of that figure 3,968 of these pupils have been accommodated in primary schools while 1,875 pupils have enrolled in post-primary schools.
I am sure the Deputy can appreciate that I cannot provide statistics on school planning area, electoral area or by school at this time due to the sensitive nature of this data. Enrolment data by county is given in the table below.
Enrolments by County as of 13 May
|
County |
Primary |
Post-primary |
|
Carlow |
44 |
21 |
|
Cavan |
91 |
52 |
|
Clare |
280 |
161 |
|
Cork |
365 |
171 |
|
Donegal |
176 |
83 |
|
Dublin |
731 |
369 |
|
Galway |
208 |
94 |
|
Kerry |
380 |
155 |
|
Kildare |
86 |
29 |
|
Kilkenny |
44 |
32 |
|
Laois |
71 |
36 |
|
Leitrim |
66 |
29 |
|
Limerick |
151 |
69 |
|
Longford |
28 |
13 |
|
Louth |
97 |
82 |
|
Mayo |
155 |
55 |
|
Meath |
142 |
31 |
|
Monaghan |
12 |
7 |
|
Offaly |
48 |
15 |
|
Roscommon |
64 |
9 |
|
Sligo |
50 |
36 |
|
Tipperary |
72 |
32 |
|
Waterford |
139 |
72 |
|
Westmeath |
63 |
32 |
|
Wexford |
252 |
100 |
|
Wicklow |
153 |
90 |
|
Total |
3,968 |
1,875 |
471. Deputy Sean Sherlock asked the Minister for Education the status of an SNA application by a school (details supplied). [24765/22]
Amharc ar fhreagraThe NCSE has responsibility for planning and co-ordinating school supports for children with special educational needs including the allocation of SNAs and reviews. My Department does not have a role in making individual school determinations.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
Where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools.
With regards to the school as outlined in the details supplied the NCSE have confirmed, that the school in question lodged an application for an Exceptional Review of the school's mainstream SNA allocation, on the 19 November, 2021. The application was considered and a school visit was made on 03 March, 2022.
The NCSE have informed my Department the outcome of the SNA Exceptional Review will be communicated to the Principal of the school Monday, 16th May.
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited in order to observe the current deployment of SNA support in the school setting.
The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
Where a school is dissatisfied with how their exceptional review has been processed or is dissatisfied with the outcome of their exceptional review they can appeal. Applications for Appeal may be submitted through the NCSE Schools Portal: ncse.ie/school-support.
All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
472. Deputy Peter Burke asked the Minister for Education when the new pay agreement for school secretaries will come into effect, particularly for those secretaries that normally sign on to social welfare over the summer months; the progress that has been made with the scheme; if is likely to be in place before the summer 2022 recess of Dáil Éireann; and if she will make a statement on the matter. [24796/22]
Amharc ar fhreagraSchool secretaries are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
On the 24th February, following a series of engagements at the WRC, a package to settle a claim on terms and conditions for grant-funded school secretaries was proposed, which Fórsa agreed to recommend to its members. A ballot was undertaken and the result was 95% agreement in favour of the deal. I was very pleased to hear of this overwhelmingly positive result on what has been a long running issue, the resolution of which has been a priority for me since my appointment.
The work to implement this agreement has now commenced in conjunction with Fórsa; it requires a complex process of assimilating information to capture accurate data in respect of each individual secretary, and the application of this data to ensure that each individual secretary is correctly assigned to the new agreed terms and conditions, if they so choose. As part of the initial assimilation, secretaries will also be provided with an opportunity to confirm whether they wish to move to the new terms and conditions or whether they wish to retain their current terms and conditions, as the benefits of either option will be determined by their individual circumstances.
Additional resources are to be put in place to provide capacity to manage this process, ensuring both individual and school data is captured and correctly applied. This will also require the development of an IT system to collect the data and action the payroll obligations.
As this work is currently ongoing, it is therefore not possible to commit to an exact timeline but the Department has expedited the process and will communicate further as the work progresses.
473. Deputy Peter Burke asked the Minister for Education when the allocation for special needs assistants for the school period 2022-2023 will be made for a school (details supplied) in view of their enrolment of a special needs pupil for September 2022; and if she will make a statement on the matter. [24858/22]
Amharc ar fhreagraThe number of Special Needs Assistants (SNAs) in our schools is at unprecedented levels.
Budget 2022 provides for an additional 1,165 SNAs to provide support to children with special educational needs. This will bring the total number of SNAs to 19,169 by the end of 2022. This represents an increase of 81% in SNA numbers since 2011 when 10,575 SNAs were working in our schools.
The availability of SNAs is critical to the inclusion of students with significant care needs in education and in school life.
SNAs carry out very important care functions for children with care needs in the school. The purpose of their role is to enable children with significant care needs to attend school and participate in school activities to the maximum possible extent.
The purpose of the SNAs in the classroom is to address the immediate physical care needs of the student and encourage their independence. Over time, with their assistance and support, students will become more independent and self-autonomous in these matters.
SNAs are whole school resources to be allocated to meet the needs of those students in greatest need.
A key consideration in the allocation of SNAs is to ensure that those students with the greatest level of care needs receive the most support. This is a key principle underlying Department policy on special education. The allocation system must be objective and fair with the capacity to take account of local and individual circumstances. A core recommendation of the NCSE's Review of the SNA scheme (2018) concerned a change in the way that SNAs are allocated to mainstream classes in both primary and post primary schools. It also called for the greater proportion of SNAs in these classes to be allocated on the basis of a profile of each school before the commencement of the school year in a similar manner to the allocation of SETs.
Work is ongoing in terms of the SNA allocation for the school year 2022/2023. Department officials will engage with the education partners and it is intended that information on the SNA allocation will issue to schools shortly.
Many students with SEN enrolled in mainstream classes do not have significant care needs and are supported through the Special Education Teacher (SET) allocation in line with their need.
In mid-April Department officials issued updated staffing allocations for the 2022/23 school year to include SET allocations. This ensured that schools were aware of their teaching resources and this allowed them to make the necessary arrangements to ensure that the teaching and learning needs for pupils with SEN can be properly supported. The National Council for Special Education (NCSE) has also provided guidance and support to schools to assist them in ensuring that the resources being provided are best managed to meet the needs of pupils with SEN. The support includes training and advice from special education professionals within the NCSE as part of the NCSE regional support teams.
The National Educational Psychological Service (NEPS) are also available to support schools and teachers in providing a Continuum of Support to their students with SEN.
474. Deputy Mark Ward asked the Minister for Education if she will provide an update on the report on the surveys regarding parental preferences on primary school patronage; if locations have been considered; if an area (details supplied) will be considered; and if she will make a statement on the matter. [24861/22]
Amharc ar fhreagraPalmerstown/Ballyfermot/Chapelizod/Cherry Orchard was one of 43 areas surveyed as part of the patronage divesting process in 2013. The outcome was that there was sufficient parental demand for a multi-denominational school in this area.
I recently announced that arrangements are being put in place in a number of towns and areas of cities that have no multi-denominational primary schools to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there is sufficient demand for this.
The Council for Education of the Irish Episcopal Conference (representing the Catholic patrons) and relevant Bishops have confirmed their willingness to engage and co-operate fully with the Department in seeking to facilitate a more diverse school patronage in these towns and cities. The pilot areas are:
|
Arklow |
Athlone |
Cork* |
Dublin* |
|
Dundalk |
Galway* |
Limerick* |
Youghal |
*parts of these cities
As part of this process, the facilitator in each area, along with the relevant patron/patron representative will review data on the schools in the area and will engage directly with the relevant school authorities to progress the initiative at a local level. The process will be shaped by the stage (if any) of consideration of reconfiguration in the area concerned and whether any schools have already been identified or have opted-in at this point.
475. Deputy Claire Kerrane asked the Minister for Education the current process in place for a child with additional needs whose school applies for a device (details supplied) for that student for their learning; the length of time that applications take to be processed and the device to be provided; and if she will make a statement on the matter. [24862/22]
Amharc ar fhreagraUnder the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
An investment programme of €210m has been delivered to schools under the Digital Strategy for Schools 2015 –2020. Additionally, the first tranche of the successor Digital Strategy for schools to 2027, ICT grant funding of €50m has recently issued to schools. Decisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school, as schools are best placed to determine the most appropriate solution to adopt in terms of supporting the learning needs of their students based on school's own context and circumstances, and in accordance with their Digital Learning Plan. The grant funding allocation issues directly to schools and can be used to provide devices for use by students and teachers, for learning platforms, software and overall digital technology infrastructure development in the school. In addition, my Department as part of Ireland’s National Recovery and Resilience Plan (NRRP) under Next Generation EU funding facility, to provide for a scheme for learners at risk of educational disadvantage through the digital divide, issued a once-off grant in December 2021 to recognised primary and post-primary schools in the free education scheme. This funding also issued directly to schools as they are best placed to determine the needs of their own cohort.
Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools existing provisions, schools may make an application for such equipment to the National Council for Special Education (NCSE) under the terms of this scheme.
The NCSE through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
As the assistive technology application is made directly to the local SENO in the NCSE, it is the responsibility of each individual school to purchase the equipment after the grant is sanctioned, my Department does not hold a record of the average wait time from start of application to the time a student receives the assistive technology.
476. Deputy Claire Kerrane asked the Minister for Education the process to be followed when the device (details supplied) of a child is damaged and must be replaced in cases in which the child has additional needs; the length of time that it takes to replace same; and if she will make a statement on the matter. [24863/22]
Amharc ar fhreagraUnder the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment. It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
Although equipment is sanctioned under the Assistive Technology scheme for use by particular students, it is the property of the school, and the school’s management authority is responsible for maintenance, repair, and insurance of the equipment.
In the event a piece of equipment is damaged the school principal should first contact the school’s insurance provider as the school should have insurance put in place that will cover the repair/replacement cost of the broken Laptop.
Paragraph 13 of Circular 10 of 2013 which can be accessed at states:
“The school’s management authority will have responsibility for maintenance, repair, insurance etc. of the equipment”
Under the Guidelines of Purchasing Procedures in this circular, it is noted:
“Insurance cover should be put in place prior to the delivery of equipment”.
If the Insurance provider will not cover the cost of repairing or replacing the laptop, then a refund of the repair cost (if repairable) can be obtained by the school on completion of Appendix 2 of Circular 10 of 2013. This form need to be signed by the SENO or visiting Teacher.
If none of the aforementioned is successful, then they should contact the school’s Special Education Needs Organiser (SENO) for advice with regard to making an application for a grant towards the purchase of a new iPad.
As the repairs of Assistive Technology equipment is the responsibility of the school’s management authority in the first instance, subsequently if required they may require engagement with the NCSE. My Department does not hold a record of the average wait time from start of application for repair to the time the assistive technology equipment is repaired or replaced.
477. Deputy Claire Kerrane asked the Minister for Education if she will provide an update on a new school build (details supplied); and if she will make a statement on the matter. [24880/22]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to Galway and Roscommon Education and Training Board (GRETB).
The ETB is currently in the process of procuring a Design Team for this project. Thereafter, it will ensure that the project progresses to Design Stage, obtains the necessary statutory planning permissions, and moves onward to Tender and Construction Stage in due course.
As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion.
Please be assured that the ETB will be engaging directly with the school authority to keep it informed of progress.
478. Deputy Réada Cronin asked the Minister for Education if she will provide information on a school (details supplied). [24884/22]
Amharc ar fhreagraThe permanent accommodation for the school referred to by the Deputy is not being delivered by the NDFA. The project is being delivered under my Department’s Design and Build Programme which uses a professional external Project Management team to progress the project through the stages of architectural planning, tendering and construction.
It is intended that the project for the school referred to by the Deputy will be included in the next bundle of projects to proceed to tender later this year. It is anticipated that the project will commence on site in early 2023 and will take 70 weeks to complete once construction starts.
My Department continues to liaise with the school's patron body in relation to the school’s interim accommodation needs. It is intended that the school will move to suitable interim accommodation on the permanent site for the 2023/24 school year, pending delivery of the permanent accommodation for the school.
479. Deputy Gary Gannon asked the Minister for Education if all autistic children are eligible for the July provision summer programme. [24946/22]
Amharc ar fhreagraEarlier this month, the Government announced the Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.
The total funding available to provide summer programmes this year is up to €40 million.
The programme was developed following extensive engagement with education stakeholders, parent and disability advocacy groups.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote wellbeing and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
The programmes on offer this summer include:
- Special Classes and Special School Programme in primary (2-5 week programme).
- Inclusion Programme (Primary) for all primary schools for mainstream pupils with complex needs and those at greatest risk of educational disadvantage.
- Inclusion Programme (Post-Primary) for all post-primary schools (2 weeks) for students with complex needs and those at greatest risk of educational disadvantage
- DEIS Numeracy and literacy Camps/Campaí Samhraidh in DEIS primary schools (one week per camp)
- Home based provision for students with complex needs where no school-based programme is available (4 weeks – 40 hours)
The Special Class and Special School Programme is open to all pupils attending special classes and special schools. The Primary Inclusion Programme is open to pupils who have complex needs and those who are most at risk of educational disadvantage.
For the purposes of the Primary and Post Primary Inclusion Programmes, pupils with complex needs are defined as:
Students presenting with the most significant needs in mainstream classes in primary and post-primary schools who are accessing the highest level of the Continuum of Support (School Support Plus). This will include a small number of students with enduring needs which significantly affect their capacity to learn, to function independently and to participate in education. These students require highly individualised and differentiated learning programmes that are significantly different to their peers. These students may present with the following:
- Significant needs with physical and/or sensory functioning (including students who are Deaf or have severe to profound hearing loss and students who are blind or have a severe to profound visual impairment)
- Significant needs in cognitive functioning and independence/daily living skills (including students who have moderate to severe OR significant/profound learning disability)
- Significant needs in social communication, social interaction combined with rigid repetitive patterns of behaviour (including students with Autism)
- Students with Down syndrome
- Students with severe OR significant emotional behavioural needs to the extent that these behaviours of concern are impacting on a student’s ability to learn, to function independently and to participate fully in school life.
Children who meet the above criteria and are entering primary school in September 2022 are also eligible for the Primary Inclusion Programme.
Once places have been allocated to pupils with complex needs as outlined above, schools may offer places to pupils who they consider to be at risk of educational disadvantage.
The home-based programme is available to all pupils with complex needs where a school based programme is not available for them.
480. Deputy Gary Gannon asked the Minister for Education her views on the omission of relationship and sexual education within her Department’s Strategy 2021-2023, despite the commitment in relation to same in the Programme for Government; and if she will make a statement on the matter. [24947/22]
Amharc ar fhreagraThe Strategy Statement 2021-2023 sets out the high level goals of my Department and the strategic actions which will be progressed in order to achieve those goals over the period until 2023. The Statement by its nature does not reflect the day-to-day work of my Department, but rather the high-level objectives. The work of my Department in relation to relationship and sexual education is captured within Goal 1; To Support the provision of high-quality education and improve the learning experience to meet the needs of all students, in schools and early years settings. Through this Goal, we commit to developing and improving learning and assessment through the continuation of the programme of curricular reform.
Our commitment in Programme for Government states that we will ‘develop inclusive and age-appropriate RSE and SPHE curricula across primary and post-primary levels, including an inclusive programme on LGBTI+ relationships and making appropriate legislative changes, if necessary.’
We continue to progress work in this area, including:
- Development of an online toolkits and support materials for teachers at primary and post primary, which were further expanded in 2022 to include teaching about rights and responsibilities in relationships, how to recognise healthy, unhealthy and abusive relationship, how to interact safely and respectfully (both online and face-to-face), the influence of the media (including pornography) on young people's understanding and expectations, sexual consent and assertive communication. The toolkit also provides practical help designed to deepen teachers' understanding and skills so that they feel more confident in addressing important and sensitive topics.
- Preparation to update the Senior Cycle SPHE/RSE specification
- A draft revised Junior Cycle specification is due to be agreed at NCCA Council in early Summer, with a public consultation to follow. The final revised specification is due to be completed by the end of 2022.
- Progress in the review of the Primary curriculum for RSE/SPHE. A development group will work on the development of a specification for the curricular area and corresponding subjects. This advice will be developed through research, deliberation, consultation, and engagement with networks.
My Department is committed to ensuring that relationship and sexual education is delivered to children and young people across the continuum of the schools system, in an age appropriate manner and we continue to review and expand our work in this area.
481. Deputy Gary Gannon asked the Minister for Social Protection if her attention has been drawn to the concerns of disabled artists who fear the loss of social welfare payments and supports if they are successful in accessing the basic income for the arts pilot scheme; and if she will make a statement on the matter. [24939/22]
Amharc ar fhreagraThe pilot basic income scheme for artists which the Government launched in April is a matter for my colleague the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media. It is expected that there will be 2,000 participants on the pilot scheme which will run for three years.
My Department published a new web page on Gov.ie which details the ‘Interaction of the Basic Income for the Arts Pilot Scheme with DSP payments’. This page will be updated as required.
It is important to stress that a payment under the pilot Basic Income for Artists is not a social protection or income support payment. Rather it is a payment in recognition of the valuable contribution of the arts community and an incentive to encourage people to remain actively employed in the arts rather than seeking employment elsewhere.
Payments under the pilot scheme are income and will therefore be reckonable as income for the purposes of taxation. I understand that recipients will be required to make annual self-employment returns to the Office of the Revenue Commissioners on that basis.
Similarly, the Department of Social Protection will treat income from the scheme as income from self-employment for the purpose of its various means tests. The extent to which this income will have an impact on a person’s social welfare payment will depend on the means test for the scheme and the person’s individual circumstances.
Applicants who are selected to take part in the pilot are advised to engage with the Department of Social Protection to determine the impact on their social welfare payment before accepting an offer to participate.
I trust this clarifies the position for the Deputy.
482. Deputy Seán Canney asked the Minister for Social Protection if her attention has been drawn to the fact that her Department are extending the time for participants whose term has expired by only 12 weeks, that this is contrary to the announcement on the reforms announced earlier in 2022; and if she will make a statement on the matter. [24131/22]
Amharc ar fhreagraThe Community Employment (CE) Scheme is an active labour market programme designed to provide eligible long-term unemployed people and other disadvantaged persons with an opportunity to engage in useful work within their communities on a temporary, fixed term basis.
During the COVID pandemic the Minister for Social Protection and I extended CE participants contracts on a number of occasions. These contract extensions, which were in place from October 2020, supported CE schemes at various stages of the pandemic so that they could maintain important community services while also ensuring that participants had sufficient time to fully avail of the work experience and training opportunities affected by public health restrictions.
CE participants with extended contracts started to leave schemes on a coordinated and phased basis from 8 April 2022 and this will run up until January 2023. This will ensure continuity of service delivery and also support a phased recruitment of new participants.
In light of the ongoing COVID related challenges faced by CE schemes Minister Humphreys and I announced a number of reforms to CE in December 2021.
As part of these reforms and to assist with the transition from COVID emergency supports, participants including those with extended contracts, may not be required to leave CE, where a suitable replacement has not yet been referred to the scheme. This is a transitionary provision for supporting schemes to retain services, with the higher-than-normal turnover of participants in 2022.
Extensions under this provision must be approved by officials from the Department and consideration will be given to the impact of COVID on the recruitment of participants, the type of service provided by the placement along with recruitment and referral efforts.
For operational reasons participants availing of this provision had their contracts extended by a period of 12 weeks. If a scheme now requires a further extension of these participants they should submit a request to their local officer for consideration.
Officials from this Department will continue to work with and support all CE schemes throughout the transitionary period as the extended contracts come to an end and to ensure CE services continue to be supported.
I trust this clarifies the matter for the Deputy.
