Written Answers Nos. 124-143
127. Deputy Neale Richmond asked the Minister for Foreign Affairs if he will provide an update on an application to the foreign births register (details supplied); and if he will make a statement on the matter. [31290/22]
Amharc ar fhreagraThe processing of Foreign Birth Registration (FBR) will be gradually scaling up in line with the recruitment of additional resources. Due to the complex nature of the FBR process, the large increase in applications received following the Brexit vote in the UK, and the pause in the Service due to necessary Covid-19 restrictions, applicants should allow over 2 years from the receipt of supporting documentation for processing of FBR applications at this time. Due to Covid-19 restrictions, and the subsequent reassignment of FBR staff to assist in the provision of essential passport services, the Foreign Birth Registration Service was paused for nearly 15 months across the 2020-2021 period.
The application referenced was registered on 18 May 2020 and is due to be processed in the near future.
FBR staff continue to provide an emergency service for Foreign Birth Registration in cases of exceptional urgency, such as expectant parents, or stateless persons. Such applicants may continue to contact the Passport Service directly. For other applications, the FBR service operates a transparent general policy of processing applications in order of receipt.
My Department is fully committed to the continued allocation of additional resources over the coming period to assist with the processing of the Foreign Birth Registration applications currently on hand and the high volume of new applications anticipated this year.
129. Deputy Peadar Tóibín asked the Minister for Foreign Affairs if he will outline the recruitment process of his Department in recruiting persons to positions as ambassadors; and if he will clarify whether or not such processes were followed in the recruitment of the new British Ambassador. [31347/22]
Amharc ar fhreagra130. Deputy Peadar Tóibín asked the Minister for Foreign Affairs if the position of the Irish Ambassador to Britain was publicly advertised; the number of persons who applied for the job; the number of persons who were interviewed for the jobs; and the dates upon which these interviews were conducted. [31348/22]
Amharc ar fhreagra131. Deputy Peadar Tóibín asked the Minister for Foreign Affairs if a curriculum vitae for a person (details supplied) was received by his Department in advance of his appointment to the position of Irish Ambassador to Britain. [31349/22]
Amharc ar fhreagra132. Deputy Peadar Tóibín asked the Minister for Foreign Affairs if he will outline the diplomatic background of a person (details supplied); and if he will clarify whether the person has sat diplomatic exams. [31350/22]
Amharc ar fhreagra133. Deputy Peadar Tóibín asked the Minister for Foreign Affairs if he will list the languages a person (details supplied) is fluent in. [31351/22]
Amharc ar fhreagraI propose to take Questions Nos. 129, 130, 131, 132 and 133 together.
I propose to group questions 31347/22, 31348/22, 31349/22, 31350/22 and 31351/22 together for response.
The Government nominates officers for Ambassadorial posts on foot of proposals made by the Minister for Foreign Affairs. The nominated Ambassadors are subsequently appointed by the President and take up duty abroad following the receipt of agrément from the receiving State. Only serving civil servants are considered for ambassadorial assignments. This process was followed in relation to the nomination of the Ambassador-designate to the United Kingdom.
In considering the nomination of Ambassadors, a range of factors is taken into account including political, economic and trade priorities. In addition, management experience, regional knowledge, country knowledge, policy experience, consular experience, and other factors are considered as part of the assignment process. Foreign language skills, where relevant, are also considered. In considering the nomination of Ireland’s next Ambassador to the United Kingdom, having served in senior civil service roles with vast experience working across Government at the highest levels, including working with international partners and the peace process in Northern Ireland, the nominee was considered particularly suitable. The nomination was approved by Government at its meeting on 27 July 2021.
Assigned Ambassadors, and all other officers taking up diplomatic posts overseas, undertake a significant programme of pre-posting training to complement their existing skills and experience and to prepare them for their assignments in Ireland’s missions overseas. My Department does not conduct ‘diplomatic exams’ in relation to this training.
134. Deputy John McGuinness asked the Minister for Education if she will outline the process in place for extra hours to be allocated to special needs assistants that are already in place in schools and that have expressed interest in taking on more hours in their allocated school or another school; if she is satisfied that the current system is efficient, cost effective and delivering the service to all those in need; and if she will make a statement on the matter. [31063/22]
Amharc ar fhreagraThe NCSE has responsibility for planning and coordinating 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.
In relation to SNA support the NCSE have confirmed that the school has an allocation of SNA support to provide support for children with primary care needs.
The following arrangements for the allocation of SNA support in respect of students in mainstream classes for 2022/23 will apply:
a) The SNA allocations for mainstream classes in schools on 31st May 2022 will be maintained for 2022/23. This will provide greater certainty for schools.
b) A process for schools, whereby if they consider their SNA allocation is in excess of the required care needs, to engage with the NCSE. Schools should contact their local NCSE Special Education Needs Organiser (SENO) to commence the process.
c) The exceptional review process undertaken by NCSE will remain in place throughout the 2022/23 school year, where schools can seek a review of their SNA allocations which will result in one of the following outcomes:
i. No change in the level of care need identified (and no change in the resultant SNA allocation);
ii. Increase in the level of care need identified (which if significant would see an increase in the SNA allocations to the schools) ;
iii. Decrease in level of care need identified in the school (which if significant would result in a reduction in SNA allocations as the care need could be managed with less resources than are currently allocated); In relation to outcome iii, the SNA allocation will be adjusted at the end of the relevant school term.
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 circulars.gov.ie/pdf/circular/education/2014/30.pdf. Following such a review and reprioritisation, it is expected that a small number of schools, e.g. developing schools, may not have a sufficient SNA allocation to meet the needs of their students. These schools can apply to the NCSE for an Exceptional Review of their allocation.
Detailed information on the NCSE Exceptional Review process is published on the NCSE website. ncse.ie/application-for-sna-exceptional-review.
The NCSE will endeavour to respond to all applications for Exceptional Review received as expediently as possible and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. The Exceptional Review process for mainstream allocations will be available to schools throughout the 2022/23 school year.
The NCSE has developed an appeal mechanism for schools who are not satisfied with the outcome of the Exceptional Review. Local Special Educational Needs Organisers (SENOs) will provide information and clarification to schools on the outcome where requested. Where schools wish to appeal the outcome of the review, they must do so using the prescribed form provided by the NCSE ncse.ie/ncse-appeals-process
The NCSE have published the SNA allocations for the 2022/23 school year and they are available at ncse.ie/set-hours-and-sna-allocations
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.
135. Deputy Emer Higgins asked the Minister for Education her Department’s action plan to support children with speech and language communication needs in the classroom; and if she will make a statement on the matter. [31148/22]
Amharc ar fhreagra136. Deputy Emer Higgins asked the Minister for Education the total number of special speech specific speech and language disorder classes available and the locations of same in 2019, 2020, 2021 and 2022, in tabular form. [31149/22]
Amharc ar fhreagra140. Deputy Emer Higgins asked the Minister for Education the provisions that are in place for children exiting language classes and transitioning back into their mainstream school; and if she will make a statement on the matter. [31172/22]
Amharc ar fhreagra141. Deputy Emer Higgins asked the Minister for Education the provisions that are in place in secondary schools to support young adults with developmental language disorder, developmental verbal dyspraxia or any other specified speech and language communication need; and if she will make a statement on the matter. [31173/22]
Amharc ar fhreagraI propose to take Questions Nos. 135, 136, 140 and 141 together.
Enabling children with special educational needs to receive an education is a priority for this Government.
This year, the Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs. This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
Primary and post-primary schools make provision for pupils’ special educational needs (SEN) through a continuum of interventions ranging from additional support teaching in mainstream schools to placement in a special class or, in some cases, enrolment in a special school. Schools are provided with the resources, through the special education teacher allocation model, to assist them in meeting the needs of their students, including those with language difficulties. Schools are required to target their additional resources at those students requiring the greatest level of support.
Specialist provision for children with SSLD is available at primary level. This is based on the principle of early intervention. There are sixty-three special classes for pupils with SSLD attached to mainstream primary schools in dispersed geographical locations. These classes cater for pupils with a very specific set of language needs by enrolling them for a maximum of two years. The classes are designed to provide a time-limited, targeted intervention for children with severe impairments in their skills of understanding and expressing themselves through spoken language. The special classes focus on a relatively narrow cohort of pupils whose language difficulty is not otherwise attributable to co-morbid factors such as general learning disability, deafness or behavioural challenges. Pupils who attend special classes for children with SSLD return to mainstream provision following the two year intervention and they can avail of further support from the school’s special education teacher.
137. Deputy Paul McAuliffe asked the Minister for Education if she will review the reduction of July provision hours allocated to children (details supplied) who have complex needs; and the reason hours are reduced due to the children attending the same school. [31150/22]
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.
A key objective of this year’s scheme is to increase the number of schools offering the summer programme to their students. Steps have been taken to afford schools as much flexibility as possible, and to ease administrative requirements to support schools run a summer programme. It is accepted that a school-based programme provides a more holistic experience for the students and helps retain the important connection with school and peers.
It is acknowledged that not all schools will be in a position to provide a school-based programme, so a home-based programme continues to be available for students with complex needs where the school-based programme is unavailable.
Under the home-based summer programme the allocation is 10 hours per week for 4 weeks where a student’s school is not participating in a school-based programme. The allocation is done on a per household basis with adjusted allocations for siblings.
Allocations of time for siblings broadly reflect how children may be grouped if they were in the same class at school. This is where one teacher is allocated to a class of six students with complex needs in schools.
However to meet the specific needs of different siblings with special needs in the home, an increased shared allocation is provided for siblings as set out in the table below:
|
Number of siblings participating in home-based programme |
Number of hours allocated per week to be shared between participating siblings |
|
Two |
15 hours per week shared for four weeks (60 hours shared total) |
|
Three |
20 hours per week shared for four weeks (80 hours shared total) |
|
Four |
25 hours per week shared for four weeks (100 hours shared total) |
|
Five |
30 hours per week shared for four weeks (120 hours shared total) |
|
Six |
35 hours per week shared for four weeks (140 hours shared total) |
The scheme is responsive as it allows for circumstances where additional hours can be provided, as outlined below, when children have differing levels of need, school setting or residence .
Separate allocations of 10 hours per week will be provided to a child where that child is:
- Attending school at a different educational level to their sibling – (i.e. one child is primary and the other is post-primary)
- One child is in a specialised setting (i.e. one child in a special class or a special school and the other child in mainstream)
- Where two eligible children are each in a specialised setting (i.e. a special class or a special school)
- Or where one sibling is living in a separate home.
The siblings referred to by the Deputy do not meet the criteria as set out above for a separate allocation. However, if there is further supporting information in relation to any of the above criteria please provide this information to the Department for consideration at: homebasedsummerprogram@education.gov.ie.
138. Deputy Danny Healy-Rae asked the Minister for Education if she will provide an update on a school (details supplied); and if she will make a statement on the matter. [31159/22]
Amharc ar fhreagraI wish to advise the Deputy, that the decision making authority for a school closure belongs to the Patron of a school. Any proposal to close a school must involve consultation with all of the relevant stakeholders, parents, teachers, students and local communities and follow decisions taken at local level. In the case referred to by the Deputy, I can confirm that the Department of Education provides and continues to provide all appropriate funding to the school referenced.
139. Deputy Niall Collins asked the Minister for Education her views on a matter in relation to a teacher (details supplied); and if she will make a statement on the matter. [31161/22]
Amharc ar fhreagraMy Department’s Information Note TC 0006/2022 titled ‘COVID-19: Working Arrangements for Higher Risk Teachers and Special Needs Assistants (employees) for the 2022/23 school year’ published on 26th May 2022 provided the policy on updated working arrangements from 1st July 2022 for the ‘Very High Risk’ group, in line with the Department of Public Expenditure and Reform (DPER) direction for public sector employees.
Based on the details supplied, the employee referred to by the Deputy is currently categorised as ‘Very High Risk’ by the Occupational Health Service (Medmark) and is facilitated by their employer to work from home for the 2021/22 school year. Medmark’s COVID-19 Health Risk Categorisation Reports for all ‘Very High Risk’ employees will expire at the latest on 30th June 2022. The Department of Public Expenditure and reform has advised that an employee in the very high risk group as defined by the HSE, must attend the workplace, if they are medically fit for work. An employer therefore can no longer facilitate remote working for an employee in the very high risk group beyond 30th June 2022.
If the employee in question considers they are medically unfit for work, they must notify their employer immediately. In accordance with the Sick Leave Scheme, the employer must refer them to Medmark in advance of the 2022/23 school year. Where the employee is deemed medically unfit for work by Medmark, the terms and conditions of the Sick Leave Scheme will apply for the period until they are medically fit to return to the workplace.
My Department’s Circular Letter 0038/2022 titled ‘COVID-19: Coronavirus (COVID-19): Updated Working Arrangements for Teachers and Special Needs Assistants employed in recognised Primary and Post Primary schools’ published on 8th June 2022 incorporates the contents of Information Note TC 0006/2022.
142. Deputy Paul Kehoe asked the Minister for Education if she will review the special education teaching allocation for two schools (details supplied); and if she will make a statement on the matter. [31198/22]
Amharc ar fhreagraThe Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
I can inform the Deputy that an official from my department has spoken directly with the principal of Bunscoil Ris on the 9th June and the department will continue to work with the school to resolve the matter.
143. Deputy Paul Kehoe asked the Minister for Education the status of an application by a school (details supplied) for two new ASD classes; and if she will make a statement on the matter. [31232/22]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.
The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .
As the query refers to an individual school, I will arrange to have it referred to the NCSE for their attention and direct reply.
