Dáil Éireann Debate, Wednesday - 19 October 2022
170. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science if he will consider extending the fund for students with disabilities to part-time students studying in further education institutions as recommended in the 2017 review of the Fund for Students with Disabilities; and if he will make a statement on the matter. [52064/22]
Amharc ar fhreagraFostering Inclusion is one of the three core pillars around which the FET Strategy 2020-2024 is built. The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including persons with a disability, with the aim of enabling every citizen to participate fully in society.
Disability supports are available to participants on FET programmes depending on the specific circumstances. Funding for these programmes are dispersed under general individual programme and learner support headings. Within the FET sector, a broad range of supports are provided through the Education and Training Boards (ETBs) to support the participation of all learners, including those with disabilities. FET offers a full suite of programmes and these are on offer to all who wish to participate regardless of disability.
SOLAS now manage the FET element of the FSD. Supports in the FET sector available through the FSD include academic/learning support, assistive technology equipment & software, hearing impaired supports, examination supports, non-medical helpers and transport supports for learners with a disability. Allocation of the FSD is reviewed every year.
In addition to add on disability supports, the FET Strategy 2020 – 2024 is moving towards a Universal Design approach, whereby disability supports are integrated into mainstream provision insofar as is possible, with specialised supports reserved for people with needs that cannot be met through mainstream provision. This approach is also consistent with Irish Government policy, the UN Convention on the Rights of Persons with Disabilities and the agenda of National Disability Authority, which established The Centre for Excellence in Universal Design in 2007 under the Disability Act 2005.
This approach recognises that every individual learns differently, has different interests, aptitudes and levels of ability, whether or not they have what might be defined as a special educational need. It aims to optimise learning for all by accommodating the diverse educational needs of all learners within mainstream provision. Individualised supports, for addressing more specific needs among a smaller subset of learners will, of course, be maintained and promoted.
The annual funding arrangements between SOLAS and Education and Training Boards (ETBs) requests ETBs to provide the necessary individualised and mainstreamed supports to all learners, to reduce barriers to full participation and meet the requirements of the various inclusion strategies such as the National Disability Strategy and the Comprehensive Employment Strategy, thereby ensuring success for all learners.
