Written Answers Nos. 279-298
279. Deputy Noel Grealish asked the Minister for Education the current status of an application by a school (details supplied) to relocate to a new site at Kilcornan, Clarinbridge, County Galway; when a decision is likely to be reached on this application; and if she will make a statement on the matter. [60215/22]
Amharc ar fhreagraThe Department is currently assessing options with a view to identifying the optimum solution for the long-term needs of the school referred to by the Deputy. This includes the consideration of the proposal to relocate to an alternative site/campus and also of other potential solutions, with a view to making the most appropriate provision possible for the school and for its current and future students. The Department will be in further contact with the school in due course, when its assessment process is further advanced. The school should be assured that the provision of appropriate accommodation for the school in question is a priority for the Department.
280. Deputy Jim O'Callaghan asked the Minister for Education the steps she intends to take to ensure that substitute teachers are available for national schools in the Dublin area; and if she will make a statement on the matter. [60244/22]
Amharc ar fhreagraI am aware that primary schools are experiencing challenges in recruiting substitute teachers.
Newly qualified teachers (NQTs) represent an additional source of supply in 2022/23. Almost 1,900 primary NQTs have had their registrations finalised by the Teaching Council in 2022.
The Department of Education runs a comprehensive programme of work to support the supply of teachers at primary level and the Department engages closely with the school management bodies and other education stakeholders to inform this work.
Significant additional posts have been allocated to the primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue. This brings the total to 610 posts on 151 panels covering more than 2,840 schools, including the majority of schools in Dublin.
The supply panels work alongside the existing methods of sourcing substitute teachers and schools can also make local arrangements to have their own regular substitutes to call on if needed.
Sub Seeker a central portal for short-term substitute vacancies, was jointly developed by IPPN and the National Association of Principals and Deputy Principal’s (NAPD) in accordance with my Department's Teacher Supply Action Plan and launched in December 2019. The portal matches available primary and post-primary teachers with short-term substitute vacancies. Almost 12,000 teachers have registered with Sub Seeker to date.
A number of measures to enhance substitute teacher supply have also been put in place for the current school year.
Job sharing teachers may be employed to work in a substitute capacity during the period they are rostered off, in their own or in other schools
The limits on substitute work applying to teachers on career break have also been temporarily suspended for the 2022/23 school year.
Retired teachers who have kept their Teaching Council registration represent a source of substitute cover for schools. In that regard the Department agreed with the Department of Public Expenditure and Reform a waiver of abatement for retired teachers returning to teach for up to 50 days in each of the three calendar years, 2021 to 2023 inclusive. In 2021, almost 800 retired primary teachers provided substitute cover in schools.
The Teaching Council made regulations allowing for the registration of 3rd and 4th year undergraduate student teachers under a new registration route, Route 5 (Student Teachers). More than 2,100 student teachers have applied to date for registration under Route 5. Approximately 1,250 have registered and more than 900 applications are currently being processed. Once registered with the Teaching Council, student teachers can be employed by a school to cover substitutable vacancies.
The various measures to support teacher supply are underpinned by the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage on Gov.ie.
It is acknowledged that despite these important actions, which have helped to some extent, work remains to be done to address teacher supply challenges, particularly to ensure the availability of sufficient substitute teachers. The Department of Education will continue to work closely and intensively with stakeholders on this important matter.
281. Deputy Michael Lowry asked the Minister for Education when assistive technology which was approved for a child (details supplied) will be issued; and if she will make a statement on the matter. [60252/22]
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.
Last April, my Department announced the Digital Strategy for Schools to 2027 with €200 million associated grant funding committed for all recognised primary and post-primary schools. The first tranche of €50 million funding has already been provided to schools through the ICT Grant. 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.
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).
Regarding the application referenced by the Deputy I can confirm that a decision letter approving the application for assistive technology was issued by my Department to the school on the 29th of November.
282. Deputy Pearse Doherty asked the Minister for Education if handover of a road to Donegal County Council could be arranged so as it can be properly maintained (details supplied); and if she will make a statement on the matter. [60296/22]
Amharc ar fhreagraContact has been made with Donegal County Council (DCC) by my Department to see if the road in question can be taken in charge by DCC. A written response is expected shortly.
The Chief State Solicitors Office (CSSO) has also been consulted and is currently working with my Department's School Property Management section on the matter.
283. Deputy Jim O'Callaghan asked the Minister for Education the number of additional SNAs hired since 27 June 2020, by county in tabular form; and if she will make a statement on the matter. [60297/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would advise the following:
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of Special Needs Assistants (SNAs) and reviews. The Department does not have a role in making individual school determinations.
When a school has been allocated an SNA, the Board of Management, as the employer, is responsible for filling the vacancy and the decision on whether to employ a full time SNA to fill a full time post or to employ an equivalent number of part time SNAs rests with the employer. The NCSE have confirmed that since September 2020, there has been a net increase of 2338 posts.
My Department acts as paymaster to over 3,700 schools whose Boards of Management are the direct employers of the SNAs in those schools. SNAs in the Education and Training Board sector are employed and paid by the ETBs.
The information requested in relation to recruitment numbers at school level is not available as the filling of vacancies is a matter for the employer.
The NCSE publish statistics on SNA allocations to primary, post primary and special schools in tabular form, by county, for each school year, this information is available on their website, www.ncse.ie.
284. Deputy Jim O'Callaghan asked the Minister for Education the number of additional special class places since 27 June 2020, by county in tabular form; and if she will make a statement on the matter. [60298/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
For 2023, this spend will be substantially increased by over 10%, meaning that for 2023 my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2022, funding for an additional 980 teachers and 1,165 special needs assistants was provided. For 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting 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.
In 2023, there will be a significant investment in the expansion of the National Council for Special Education, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
My Department and the NCSE continue to work very closely in planning for the delivery of new places required to meet forecasted demand.
I am satisfied that this approach is delivering. We have seen 393 new special classes open, bringing the total of special classes to 2,545 opened nationwide for the 2022/23 school-year. The 393 new special classes for 2022/23 is broken down by 260 at primary level and 133 at post primary level.
For 2023, a further 370 special classes will open, taking the total number of special classes to over 2,900 in 2023.
Information on special classes for each year is published on the NCSE website and is available at
Special Classes – National Council for Special Education – Working to deliver a better special education service (ncse.ie)
NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe
It is of course open to any school to engage with the NCSE to establish a special class.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure the Deputy also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
285. Deputy Jim O'Callaghan asked the Minister for Education the number of additional teachers since 27 June 2020, by county in tabular form; and if she will make a statement on the matter. [60299/22]
Amharc ar fhreagraThe last academic year completed before 27 June 2020 was 2019/2020, and the latest academic year for which we have finalised data is 2021/2022. There has been an increase of over 4,000 teachers employed in our schools over that 2-year period (2019/2020-2021/2022). Primary teacher numbers have increased from 37,839 to 40,351 and post-primary teacher numbers have increased from 29,093 to 32,145 during that period.
The Statistics section of my Department's website contains extensive data in relation to our schools including teacher numbers for each school year. See: www.gov.ie/en/publication/055810-education-statistics/.
286. Deputy Jim O'Callaghan asked the Minister for Education the details of the expenditure on new school buildings and refurbishment of existing buildings since 27 June 2020, by county in tabular form; and if she will make a statement on the matter. [60300/22]
Amharc ar fhreagraUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland. This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
My Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction. Most of which are expected to be either under construction or completed in the period up to 2025.
There are currently in excess of 300 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage.
It is envisaged that the Department will deliver between 150-200 school building projects per annum between 2022-2025 period.
During the period 2018 to 2021 691 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 64,000 school places.
A list of all capital projects completed under the Large Scale and Additional Accommodation Scheme, in county order, from 2010 to date may be viewed my Department’s website at www.education.ie.
The current status of all projects is also listed on a county by county basis on the website. This is updated on a monthly basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
In addition to that, my Department operates a multi-annual Summer Works Scheme, Emergency works Scheme, Pathfinder Programme and Minor Works Grant Scheme which together aim to improve and maintain school buildings.
The table below shows the total capital expenditure under the School Building Programme for each county since the formation of the Government.
Expenditure on new school buildings, extension and refurbishment of existing buildings
27 June 2020 to date
|
County |
Total Expenditure (€m) |
|
Carlow |
14.4 |
|
Cavan |
31.3 |
|
Clare |
46.4 |
|
Cork |
291.1 |
|
Donegal |
70 |
|
Dublin |
554.1 |
|
Galway |
74.5 |
|
Kerry |
59.4 |
|
Kildare |
161.2 |
|
Kilkenny |
27.7 |
|
Laois |
26.7 |
|
Leitrim |
5 |
|
Limerick |
71.1 |
|
Longford |
15.2 |
|
Louth |
36.5 |
|
Mayo |
68.2 |
|
Meath |
117.6 |
|
Monaghan |
25.6 |
|
Offaly |
21.1 |
|
Roscommon |
23.2 |
|
Sligo |
15.4 |
|
Tipperary |
63.7 |
|
Waterford |
51.8 |
|
Westmeath |
37.2 |
|
Wexford |
59.6 |
|
Wicklow |
83.8 |
287. Deputy Violet-Anne Wynne asked the Minister for Education the scenario with respect to the school transport scheme where the children attend a Gaelscoil which is not inside their catchment boundary area; and if she will make a statement on the matter. [60340/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department.
In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of the scheme, children are eligible for school transport if they satisfy the distance criteria (3.2km at primary and 4.8km at post-primary) and are attending their nearest school/education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
Children who choose to attend their nearest all-English school/unit may be eligible for school transport to that school/unit, even if it is not their nearest school.
Children who choose to attend their nearest school/unit that teaches through the medium of Irish may be eligible for school transport to that school/unit, even if it is not their nearest school.
Language in this regard refers to the nearest Gaelcholáiste, Gaelscoil or Aonad, whichever is the nearest facility teaching through the medium of Irish.
288. Deputy Ivana Bacik asked the Minister for Education if she plans to introduce increased training for teachers to promote awareness of dyspraxia in the classroom; if she plans to increase supports for dyspraxia pupils; and her views on the need to transition to an evidence-of-need approach to the allocation of accommodations from the evidence-of-deficit approach which is currently in place. [60388/22]
Amharc ar fhreagraI thank the Deputy for the question and would advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
For 2023, this spend will be substantially increased by over 10%, meaning that for 2023 my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
The Department provides for a range of services and supports to ensure that children of school going age with Special Educational Needs, including children with Dyspraxia, can have access to an education appropriate to their needs.
The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The NCSE provides for support for teachers with additional training needs in the area of Dyspraxia through the NCSE Support Service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs.
The NCSE Support Service provides Teacher Professional Learning (TPL) support for teachers of pupils with Dyspraxia through an Inclusive Learning Resource Teachers course as well as an online resource facility and an online book borrowing facility. The Support Service continues to update current Teacher Professional Learning (TPL) courses for teachers and design new TPL courses in response to the needs of teachers.
Detailed information on the comprehensive programme of Teacher Professional Learning seminars on a variety of special educational needs topics is published on the NCSE website. https://ncse.ie/tpl
Students with Dyspraxia may be entitled to additional teaching provision in school, under the Special Education Teaching model. The Special Education Teaching (SET) allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools based on a diagnosis of disability.
The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
The allocation gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.
The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.
The Department of Education has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model. The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it. These guidelines are available at www.gov.ie/en/publication/edf64-guidelines-for-primary-schools-supporting-pupils-with-special-educational-needs-in-mainstream-schools/.
The guidelines will support schools in how they identify students, including students with Dyspraxia/DCD for additional teaching support, and decide how much support to provide, taking into account the extent and severity of their needs.
A process is available where schools can seek a review of their SET allocation by the National Council for Special Education (NCSE), including the utilisation of their allocations. Detailed information on the NCSE review process is published on the NCSE website ncse.ie/special-education-teachers.
In circumstances where students with Dyspraxia/Developmental Coordination Disorder (DCD) have care needs to the extent that the school considers SNA support is required for them to attend and access the curriculum, they may be supported by Special Needs Assistants.
SNA support is provided specifically to assist recognised primary, post primary and special schools to cater for the care needs of students with disabilities in an educational context, where the nature of these care needs have been outlined in professional reports as being so significant that a student will require adult assistance in order to be able to attend school and to participate in education, in accordance with the criteria set out in my Departments Circular 30/2014.
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.
Schools can apply to the NCSE for an Exceptional Review of their SNA allocation and 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.
Funding is also provided to schools towards the cost of assistive technology, for children with special educational needs which is essential for educational purposes, to assist children with special educational needs in Primary, Post Primary and Special schools, in accordance with the criteria set out in my Department's Circular 0010/2013.
Detailed information on the application process is published on the NCSE website: ncse.ie/assistive-technology.
All post primary school students with special needs may have special arrangements made for them while sitting State examinations such as the Leaving Certificate and Junior Certificate. Candidates with disabilities can apply through their school for reasonable accommodation during examinations. Further details of supports are available from the State Examinations Commission (SEC) Reasonable Accommodations Section.
At third level, the National Office for Equity of Access to Third Level Education, within the Higher Education Authority (HEA), administers a number of access measures including the Fund for Students with Disabilities (FSD), the purpose of which is to assist students with disabilities. A range of supports are available at third level colleges to support students who have disabilities or special educational needs. Details of the additional support and services that are available for students with medical conditions/disabilities at third level colleges will be provided by the Disability Officers at each college.
The supports which will be provided for students with special educational needs, including Dyspraxia/Developmental Coordination Disorder (DCD), will take account of the needs that each student has and the type of college or course that they are attending.
Students with disabilities or severe medical conditions should contact the Disability Office before the beginning of the academic year to find out what disability supports will be available to them and will need to discuss with the Disability/Access Officer in the college/university details of their needs based requirement in college.
289. Deputy Sorca Clarke asked the Minister for Education the number of children now enrolled in a college (details supplied) following a section 29 appeal whereby they could not secure a place in a school in Mullingar due to oversubscription. [60431/22]
Amharc ar fhreagraThe information requested by the Deputy is not readily available.
The information being sought will be collated and will be forwarded directly to the Deputy once available.
290. Deputy Bernard J. Durkan asked the Minister for Education when a local school place will be facilitated in the case of a student (details supplied); and if she will make a statement on the matter. [60442/22]
Amharc ar fhreagraIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The Act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. Some schools may apply a catchment area as one of their selection criteria. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not seek to intervene in the selection criterion that is applied by schools.
291. Deputy Colm Burke asked the Minister for Education the way that the Equal Status Acts 2000-2004 is being implemented in schools and other educational centres, particularly in relation to their admission policy; and if she will make a statement on the matter. [60457/22]
Amharc ar fhreagraThe Education (Admission to Schools) Act 2018, is an important piece of legislation which has introduced a more parent-friendly, equitable and consistent approach to how school admissions policy operates for the almost 4,000 primary and post-primary schools.
The Act provides that all schools must have an Admission Statement as part of the schools admissions policy. The Admission Statement sets out that the school will not discriminate against an applicant on the grounds of gender, civil status, family status, sexual orientation, religion, disability, race, member of traveller community or special educational needs. As per section 61 (3) of the Education Act 1998, ‘gender ground’, ‘civil status ground’, ‘family status ground’, ‘sexual orientation ground’, ‘religion ground’, ‘disability ground’, ‘discriminate’, ‘ground of race’ and ‘Traveller community ground’ are construed in accordance with section 3 of the Equal Status Act 2000.
Section 11 of the Admissions to Schools Act, amended the Equal Status Act 2000 to remove, in the case of recognised primary schools, the provision that permitted such schools to use religion as a selection criterion in school admissions. Schools cannot therefore use religion as a selection criterion. However, there is a provision to ensure that a child of a minority faith, can access a school of their faith.
This provision was introduced in order to be fair to all parents, while recognising the right of all schools to have their distinctive ethos. Consequently, non-denominational families now find that in the majority of primary schools they are treated the same as all other families in school admissions.
Appeals under the Equal Status Act are made to the Work Place Relations Commission (WRC) in the first instance and on further appeal to the courts. Individuals wishing to make an appeal under the Equal Status Act should are advised to contact the Workplace Relations Committee for further information.
292. Deputy Colm Burke asked the Minister for Education the provisions her Department has in place to educate students on safe internet use, particularly with regards to social media platforms and the prevalence of online bullying through these platforms; and if she will make a statement on the matter. [60458/22]
Amharc ar fhreagraThere are extensive training and curricular supports available to schools, including through the Social Personal Health Education (SPHE) curriculum, the Professional Development Service for Teachers (PDST), Webwise.ie and the Department funded national anti-bullying website www.tacklebullying.ie to assist schools in the development of policies and practices on the prevention of bullying and harassment, including cyberbullying, and on the safe and responsible use of the internet.
The PDST has a dedicated Health and Wellbeing team. This team supports teachers and schools, through the Social Personal Health Education (SPHE) curriculum to develop and promote the personal development, health and wellbeing of the student; to create a positive school environment and culture; and to prevent and tackle bullying including online bullying and harassment.
There is a wide range of training material available through the Webwise Internet Safety Programme to support teachers, students and parents on online safety. Webwise is part of the PDST. It is funded by the Department of Education and the EU Internet Safety Initiative. Webwise (Webwise.ie) promotes the autonomous, effective and safe use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents and children themselves with consistent and relevant messages. It develops and disseminates resources that help teachers integrate digital citizenship and online safety into teaching and learning in their schools (mostly through delivery of the SPHE curriculum).
The webwise.ie resource includes a dedicated School/Teachers Hub with extensive SPHE curricular supports, a Parents Hub and Youth Hub which give practical information and advice on the safe, ethical and responsible use of the internet and addresses key issues such as cyberbullying, sexting, image sharing, respectful communication, social media, popular apps and more.
Webwise and the PDST Technology in Education team recently developed a new online cyberbullying course. The course aims to provide both primary and post-primary teachers with the knowledge, resources and confidence needed to teach about cyberbullying and deal with cyberbullying incidents as they arise. Details of the course is available at Online Courses - PDST Technology in Education
In addition, all schools are expected to have an Acceptable Use Policy (AUP) in place that sets rights, privileges, responsibilities and sanctions associated with the use of the internet for school purposes including the use of smart phones and personal devices. The Policy is drawn up by school leaders, teachers and management and generally in consultation with parents. Supports for schools on the drawing up of this policy are available on webwise.ie.
My Department’s Digital Strategy for Schools promotes the development of digital literacy in our young people and the importance of respectful online communications. A new Strategy, the Digital Strategy for Schools to 2027 [gov.ie - Digital Strategy for Schools to 2027 (www.gov.ie)], was published in April of this year. The Strategy will advance the embedding of digital technologies across teaching, learning and assessment, building on the work under previous strategies. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully.
Delivery of the Strategy will involve ongoing collaboration and engagement with all key stakeholders. It allows for the establishment of both a consultative and an industry group which will further help support the implementation of the objectives of the Strategy and ensure its currency over its lifetime to 2027.
Online safety and the safe and ethical use of digital technologies is a key component of the new Strategy. The Strategy will continue to work towards ensuring learners have the opportunities to develop their digital skills so that they can navigate the digital world in a confident and competent manner and that their voices are heard and taken into account in further developments in this area. This will be further examined in the Implementation Plan. Ultimately a fundamental focus of the Strategy is learners and their wellbeing and ensuring that all of the policies, supports and resources are aimed at providing opportunities for learners to develop their digital skills so that they can navigate the digital world in a confident and competent manner.
Throughout the implementation of the Strategy, Webwise will continue to develop and disseminate relevant resources and run campaigns addressing key topical issues as they arise. This will take into account the recommendations and advice of Cineáltas: Action Plan on Bullying, [gov.ie - Cineáltas: Action Plan on Bullying (www.gov.ie)] which was published last Thursday, 1 December and from the National Advisory Council for Online Safety.
293. Deputy Colm Burke asked the Minister for Education if consideration will be given to a review of the present format for the Leaving Certificate course, whereby traditionally the Leaving Certificate has been applied through rote learning, taking into account that the 2020 Leaving Certificate was carried out on a predicted grades basis as a result of the impact of the Covid-19 pandemic; and if she will make a statement on the matter. [60460/22]
Amharc ar fhreagraThe Deputy will be aware that earlier this year, I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience which will:
- Empower students to meet the challenges of the 21st century
- Enrich the student experience and build on what’s strong in our current system
- Embed wellbeing and reduce student stress levels
In my announcement, I set out a clear vision for Senior Cycle.
It is my intention that there would be an increased focus on the development and application of knowledge and skills by students at Senior Cycle. In future, all subjects will have a teacher-based assessment component with a weighting of 40% of the total marks available. This does not prevent subjects having further additional components which will be considered on a subject-by-subject basis where appropriate.
Students entering fifth year in network schools in September 2024 will have updated subject curricula and assessment models available to them in the optional subjects of Chemistry, Physics, Biology and Business, as well as in the new subjects of Drama, Film and Theatre Studies, and Climate Action and Sustainable Development.
The NCCA will publish in September 2023 a schedule of subject specification reviews which will provide the roadmap through which all subject specifications beyond those being introduced in September 2024 will be given effect.
294. Deputy Bernard J. Durkan asked the Minister for Education if a school place can be facilitated for a pupil (details supplied) whose family now face the prospect of having three children in three different schools, if her case can be reviewed as a matter of urgency; and if she will make a statement on the matter. [60461/22]
Amharc ar fhreagraIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The Act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. Some schools may apply a catchment area as one of their selection criteria. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not seek to intervene in the selection criterion that is applied by schools.
295. Deputy Michael Ring asked the Minister for Education when school transport will be provided to children in (details supplied) County Mayo in view of the fact that these children have not been able to attend school in the absence of school transport; and if she will make a statement on the matter. [60464/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
The Department of Education and Bus Éireann have a process to facilitate the provision of School Transport Scheme Services for children arriving to Ireland from Ukraine.
For children residing with a host family or for children of Ukrainian families living in their own private accommodation, an application for school transport can be made via a link to a form on www.gov.ie/ukraine
For families and children residing in accommodation centres (or similar), school principals may apply for transport for children attending their school who are residing in such accommodation. School principals should complete the information required on a form which is available on Gov.ie/Ukraine and return it to their local REALT co-ordinator.
Children will be accommodated on existing services where there is capacity. If there is no service or capacity, a grant can be offered to the family as appropriate.
Every effort is being made to ensure school transport services are up and running as they are required. However, given the ongoing movement and arrival of families, it may in some cases take some time to arrange services for families.
I wish to inform the Deputy that Bus Éireann are in the process of allocating a contractor to operate a service for these children, once a contractor has been sourced, the service will commence. Bus Éireann will liaise directly with the relevant REALT Co-ordinator with regard to this matter at that stage.
296. Deputy Sorca Clarke asked the Minister for Education the supports and resources that are available to children with dyspraxia in primary schools in counties Longford and Westmeath. [60473/22]
Amharc ar fhreagra297. Deputy Sorca Clarke asked the Minister for Education the supports and resources that are available to children with dyspraxia in secondary schools in counties Longford and Westmeath. [60474/22]
Amharc ar fhreagraI propose to take Questions Nos. 296 and 297 together.
I thank the Deputy for the questions raised and would advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
For 2023, this spend will be substantially increased by over 10%, meaning that for 2023 my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
The Department provides for a range of services and supports to ensure that children of school going age with Special Educational Needs, including children with Dyspraxia, can have access to an education appropriate to their needs.
The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The NCSE provides for support for teachers with additional training needs in the area of Dyspraxia through the NCSE Support Service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs.
The NCSE Support Service provides Teacher Professional Learning (TPL) support for teachers of pupils with Dyspraxia through an Inclusive Learning Resource Teachers course as well as an online resource facility and an online book borrowing facility. The Support Service continues to update current Teacher Professional Learning (TPL) courses for teachers and design new TPL courses in response to the needs of teachers.
Detailed information on the comprehensive programme of Teacher Professional Learning seminars on a variety of special educational needs topics is published on the NCSE website. https://ncse.ie/tpl
Students with Dyspraxia may be entitled to additional teaching provision in school, under the Special Education Teaching model. The Special Education Teaching (SET) allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools based on a diagnosis of disability.
The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
The allocation gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.
The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.
The Department of Education has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model. The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it. These guidelines are available at www.gov.ie/en/publication/edf64-guidelines-for-primary-schools-supporting-pupils-with-special-educational-needs-in-mainstream-schools/
The guidelines will support schools in how they identify students, including students with Dyspraxia/DCD for additional teaching support, and decide how much support to provide, taking into account the extent and severity of their needs.
A process is available where schools can seek a review of their SET allocation by the National Council for Special Education (NCSE), including the utilisation of their allocations. Detailed information on the NCSE review process is published on the NCSE website https://ncse.ie/special-education-teachers
In circumstances where students with Dyspraxia/Developmental Coordination Disorder (DCD) have care needs to the extent that the school considers SNA support is required for them to attend and access the curriculum, they may be supported by Special Needs Assistants.
SNA support is provided specifically to assist recognised primary, post primary and special schools to cater for the care needs of students with disabilities in an educational context, where the nature of these care needs have been outlined in professional reports as being so significant that a student will require adult assistance in order to be able to attend school and to participate in education, in accordance with the criteria set out in my Departments Circular 30/2014.
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.
Schools can apply to the NCSE for an Exceptional Review of their SNA allocation and 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.
Funding is also provided to schools towards the cost of assistive technology, for children with special educational needs which is essential for educational purposes, to assist children with special educational needs in Primary, Post Primary and Special schools, in accordance with the criteria set out in my Department's Circular 0010/2013.
Detailed information on the application process is published on the NCSE website: ncse.ie/assistive-technology
All post primary school students with special needs may have special arrangements made for them while sitting State examinations such as the Leaving Certificate and Junior Certificate. Candidates with disabilities can apply through their school for reasonable accommodation during examinations. Further details of supports are available from the State Examinations Commission (SEC) Reasonable Accommodations Section.
At third level, the National Office for Equity of Access to Third Level Education, within the Higher Education Authority (HEA), administers a number of access measures including the Fund for Students with Disabilities (FSD), the purpose of which is to assist students with disabilities. A range of supports are available at third level colleges to support students who have disabilities or special educational needs. Details of the additional support and services that are available for students with medical conditions/disabilities at third level colleges will be provided by the Disability Officers at each college.
The supports which will be provided for students with special educational needs, including Dyspraxia/Developmental Coordination Disorder (DCD), will take account of the needs that each student has and the type of college or course that they are attending.
Students with disabilities or severe medical conditions should contact the Disability Office before the beginning of the academic year to find out what disability supports will be available to them and will need to discuss with the Disability/Access Officer in the college/university details of their needs based requirement in college.
298. Deputy Réada Cronin asked the Minister for Education if she will establish a multi-agency, specialist working group to examine and propose a process for assessing school placement breakdowns, both before and after they happen, given the complex needs involved, physical, neurological and intellectual and the innate vulnerability of the children; and if she will make a statement on the matter. [60574/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
For 2023, this spend will be substantially increased, by over 10%, meaning that my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding to support children with special educational needs in mainstream classes, funding for new special classes and new special school places, and of course, additional special educational teachers and special needs assistants.
While the majority of children with special educational needs are supported to access mainstream classes, some children with more complex needs may require a special class or special school placement. A professional report recommending a special education placement is required to access a special class or special school placement. These reports are normally also required by schools as set out in their Admission Policies to ensure that special education places are allocated to students appropriately and resources are targeted to meet those children in most need.
Schools may prioritise the involvement of their NEPS psychologist to supporting the transition of a student with more significant needs as part of the NEPS individual casework service to that school. This work is undertaken in collaboration with the school, parents, student and other professionals and agencies to facilitate an effective transition process and is set out in a written report.
My Department is currently undertaking some initial work in relation to reviewing how children with special educational needs currently access special educational provision and how their placement is reviewed on an ongoing basis
This piece of work is at the very initial stages, and is part of a wider range of initiatives been undertaken by my Department and the NCSE in relation to the forward planning of special education provision.
Initially this work involves my Department, including the Inspectorate and NEPs, and the NCSE. It is envisaged that broader stakeholder engagement will be required on this important and sensitive issue for parents and children with SEN.
This group will examine the requirement for professional reports and how they can be accessed in an equitable manner.
Specifically in relation to post-primary, my Department and the NCSE are currently also considering how we can support schools to maximise the integration opportunities for students in special classes. It is essential that these students can access mainstream classes and subjects as much as is possible at post-primary level.
In 2023, there will be a significant investment in the expansion of the NCSE, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
Funding will also be provided for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
Where there are concerns in relation to a school breakdown, parents and/or the school can contact the NCSE for support, advice and guidance. Schools can also apply to the NCSE for a review of staffing resources as well.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an appropriate education.
