Written Answers Nos. 347-364
350. Deputy Sean Sherlock asked the Minister for Education the number of applications received for the academic year for transport for children with additional needs; and the number that have been processed, by county, in tabular form. [6990/23]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 4,200 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €332.2m.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
Bus Éireann have advised that the number of application for transport under the School Transport Scheme for Children with Special Educational Needs for the 2022/23 school year is as follows:
|
County of School |
Number of applications received (09/02/23) (2022/23 School Year) |
|
Carlow |
112 |
|
Cavan |
99 |
|
Clare |
128 |
|
Cork |
744 |
|
Donegal |
211 |
|
Dublin |
1299 |
|
Galway |
265 |
|
Kerry |
144 |
|
Kildare |
195 |
|
Kilkenny |
109 |
|
Laois |
134 |
|
Leitrim |
33 |
|
Limerick |
219 |
|
Longford |
57 |
|
Louth |
257 |
|
Mayo |
96 |
|
Meath |
260 |
|
Monaghan |
54 |
|
Offaly |
161 |
|
Roscommon |
71 |
|
Sligo |
81 |
|
Tipperary |
195 |
|
Waterford |
120 |
|
Westmeath |
137 |
|
Wexford |
232 |
|
Wicklow |
88 |
|
Total |
5501 |
Applications for SEN transport are received on a year round basis. Where a new service is sanctioned, this means a procurement / vetting process is required, while in many instances the school is also sanctioned to employ a transport escort.
These applications also include applications where the family are in receipt of a special transport grant, applications that have been closed, approved, sanctioned and awaiting transport.
352. Deputy Violet-Anne Wynne asked the Minister for Education if she will provide a full list of all ASD units at Clare schools, in tabular form; and if she will make a statement on the matter. [7005/23]
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 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion providing supports to children and young people with special educational needs and their schools.
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 SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient mainstream, special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
The NCSE have sanctioned 19 new special classes in Co. Clare over the last 3 years. Of these, 14 special classes are at primary level and 5 are at post-primary level.
There are a total of 62 special classes in Co. Clare. Of these, 47 special classes are at primary level and 15 are at post primary level.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
At local level, the NCSE is continuing to engage with schools regarding which children can be supported to attend a mainstream class and with regard to 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.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at ncse.ie
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. 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.
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 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 education.
354. Deputy Violet-Anne Wynne asked the Minister for Education the criteria examined when deciding to cover fees for teachers upskilling to teach maths, physics and Spanish; and if she will make a statement on the matter. [7007/23]
Amharc ar fhreagraIn 2018, my Department established a Steering Group on Teacher Supply to facilitate multi-agency engagement and to lead on a coordinated programme of actions to support the supply of teachers. Arising from the work of this Group and its various substructures, the Teacher Supply Action Plan was published in November 2018.
The Action Plan called for the development of upskilling programmes in targeted subject areas for existing teachers and, following a request from my Department, the HEA issued a funding call to providers of initial teacher education for upskilling programmes in mathematics, physics and Spanish in late 2019. These were identified by the Steering Group as among the most challenging subjects in terms of teacher recruitment. Following the successful completion of the funding call, these programmes commenced in January 2021.
Upskilling programmes are provided over two years on a part-time basis. They are free of cost to participants. The first cohort of participants, approximately 170 teachers, completed these programmes in 2022 and some 300 teachers are due to graduate in 2023. My Department has agreed to extend funding in 2023 and to provide for additional capacity.
Funding for these programmes was put in place following a competitive call to all initial teacher education providers for proposals. It is intended to commence an upskilling programme in Irish in 2023/24 and consideration will be given to programmes in other subjects. The allocation of funding for any future programmes will be dependent on a competitive process for potential providers.
Separate to the direct funding to these upskilling programmes, the Teacher Fee Refund Scheme provides funding to teachers towards the cost of participation and examination fees on successful completion of professional development courses. Funding under the scheme is being prioritised for those taking courses in particular areas, including upskilling for post primary teachers leading to registration with the Teaching Council in an additional subject. The maximum refund under the scheme is €5,000 per year and the level of refund depends on the volume of eligible applications that are received. Department Circulars 0005/2023 and 0015/2021 relate to this Scheme.
355. Deputy Violet-Anne Wynne asked the Minister for Education the current vacancy level with respect to the teaching of home economics; and if she will make a statement on the matter. [7008/23]
Amharc ar fhreagraThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authorities, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). My Department does not currently collate data on the vacancy level with respect to the teaching of home economics.
The recruitment of teachers is a priority area of action for the Department given the importance of ensuring that every child's experience in school is positive and that they have available to them qualified, engaged, and supportive teachers to support them in their learning.
My Department is undertaking a comprehensive programme to support the supply of teachers. A number of measures are being implemented, including:
- a range of special, temporary arrangements introduced by HEIs to create greater capacity for student teachers to provided substitute cover,
- adjustment of the provision of continuing professional development (CPD) to reduce the need for substitution and to provide additional personnel to support schools,
- increasing the additional hours that post primary teachers can teach each term from 20 to 35 for the remainder of the 2022/23 school year,
- launching a communications campaign to encourage retired teachers to take up short-term substitute positions and to enable them to teach for up to 50 days in each of the calendar years 2021 to 2023 without, in most cases, a reduction in their pension,
- providing the allocated staffing resources for the 2023/34 school year to post-primary schools on 26 January and to primary schools on 31 January,
- introduction, by the Teaching Council of regulations to allow the registration of 3rd and 4th year undergraduate student teachers, which has led to over 2,100 student teachers applying for registration,
- providing for fully funded upskilling programmes in mathematics, physics and Spanish. Beginning with 170 places in January 2021, I have agreed to increase places to over 300 in 2023, and a new Irish upskilling programme is planned for 2023/24,
- providing for the allocation of a significant number of additional posts to 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,
- allowing job sharing teachers to be employed to work in a substitute capacity, during the period they are rostered off duty, in their own or in other schools on a temporary basis for the 2022/23 school year, and
- suspending, on a temporary basis, the limits on substitute work that apply to teachers on career break for the 2022/23 school year.
These measures are underpinned by the Teaching Transforms campaign which promotes the teaching profession and encourages students to follow a career in teaching.
Despite the positive impact of these important actions, work remains to be done to address teacher supply challenges, particularly to ensure the availability of sufficient numbers of substitute teachers. My Department continues to work intensively with all stakeholders to develop and implement creative solutions to address the teacher supply challenges for schools.
356. Deputy Bernard J. Durkan asked the Minister for Education if a school place can be facilitated for the son of a person (details supplied); and if she will make a statement on the matter. [7060/23]
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.
Where the reason for refusal to enrol a child is due to the school being oversubscribed, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. My Department has no authority to compel a school to admit a student, except in circumstances where an appeal under section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
Further information on the school admission process is available on the Department of Education website by accessing the following link: gov.ie/en/policy-information/c5bd9f-school-enrolment/ .
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500/ tessinfo@tusla.ie for assistance. More information on school attendance is available on their website on the following link: tusla.ie/tess/tess-ews/. The following link provides relevant phone numbers for the Education Welfare Officers assigned to various areas around the country: Tusla Education Support Service - TESSTusla - Child and Family Agency.
357. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais soiléiriú a thabhairt ar na figiúirí atá luaite sna Táscairí Oideachais a foilsíodh an 6 Feabhra, ina bhfuil sé luaite go bhfuil 8.1% de dhaltaí bunscoile agus 3.6% de dhaltaí iar-bhunscoile ag freastal ar scoil lánGhaeilge, agus an léargas ar sholáthar don oideachas lánGhaeilge lasmuigh den Ghaeltacht a foilsíodh mar chuid den phróiseas comhairliúcháin ar an mbeartas don oideachas lánGhaeilge lasmuigh den Ghaeltacht, mar a bhfuil sé luaite go bhfuil 7% de dhaltaí bhunscoileanna agus 2.8% de dhaltaí iar-bhunscoileanna ag freastal ar scoil lánGhaeilge, go háirithe an féidir léi a dheimhniú go mbaineann na figiúirí níos airde sna Táscairí Oideachais leis an nGaeltacht a bheith san áireamh agus sonraí a thabhairt ar cé mhéad daltaí go díreach atá i gceist. [7090/23]
Amharc ar fhreagraIs don bhliain acadúil 2021-22 atá na sonraí a chuirtear i láthair i dTuarascáil na dTáscairí Oideachais d’Éirinn agus seasann siad do gach scoil atá ag múineadh trí mheán na Gaeilge laistigh agus lasmuigh den Ghaeltacht. Múineadh 14,100 scoláire trí mheán na Gaeilge ag leibhéal na hiar-bhunscoile sa tréimhse 2021-22, as rollú iomlán de 391,698. Múineadh 44,302 dalta trí mheán na Gaeilge ag leibhéal na bunscoile sa tréimhse chéanna, as rollú príomhshrutha iomlán de 546,106.
Is don bhliain acadúil 2020-2021 a bhí na sonraí a cuireadh i láthair sa Léargas ar Sholáthar don Oideachas Lán-Ghaeilge lasmuigh den Ghaeltacht toisc nach raibh na sonraí deiridh do 2021-22 ar fáil nuair a bhí an tuairisc á cur i dtoll a chéile. Léiríonn na sonraí atá sa tuairisc sin na daltaí/scoláirí a bhí á múineadh trí mheán na Gaeilge # amuigh den Ghaeltacht.
358. Deputy Denise Mitchell asked the Minister for Education if she will provide a list of premises and lands owned by her Department that are not currently in use. [7162/23]
Amharc ar fhreagraThe information sought by the Deputy is currently being collated by officials within my Department and will be forwarded to the Deputy as soon as possible.
359. Deputy Denise Mitchell asked the Minister for Education the number of unfilled teaching positions at primary and secondary level in Dublin 5, 13 and 17, respectively; and if she will make a statement on the matter. [7163/23]
Amharc ar fhreagraThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authorities, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). My Department does not currently collate data on the number of vacant posts in primary and post primary schools per county.
The recruitment of teachers is a priority area of action for the Department given the importance of ensuring that every child's experience in school is positive and that they have available to them qualified, engaged, and supportive teachers to support them in their learning.
My Department is undertaking a comprehensive programme to support the supply of teachers. A number of measures are being implemented, including:
- a range of special, temporary arrangements introduced by HEIs to create greater capacity for student teachers to provided substitute cover,
- adjustment of the provision of continuing professional development (CPD) to reduce the need for substitution and to provide additional personnel to support schools,
- increasing the additional hours that post primary teachers can teach each term from 20 to 35 for the remainder of the 2022/23 school year,
- launching a communications campaign to encourage retired teachers to take up short-term substitute positions and to enable them to teach for up to 50 days in each of the calendar years 2021 to 2023 without, in most cases, a reduction in their pension,
- providing the allocated staffing resources for the 2023/34 school year to post-primary schools on 26 January and to primary schools on 31 January,
- introduction, by the Teaching Council of regulations to allow the registration of 3rd and 4th year undergraduate student teachers, which has led to over 2,100 student teachers applying for registration,
- providing for fully funded upskilling programmes in mathematics, physics and Spanish. Beginning with 170 places in January 2021, I have agreed to increase places to over 300 in 2023, and a new Irish upskilling programme is planned for 2023/24,
- providing for the allocation of a significant number of additional posts to 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,
- allowing job sharing teachers to be employed to work in a substitute capacity, during the period they are rostered off duty, in their own or in other schools on a temporary basis for the 2022/23 school year, and
- suspending, on a temporary basis, the limits on substitute work that apply to teachers on career break for the 2022/23 school year.
These measures are underpinned by the Teaching Transforms campaign which promotes the teaching profession and encourages students to follow a career in teaching.
Despite the positive impact of these important actions, work remains to be done to address teacher supply challenges, particularly to ensure the availability of sufficient numbers of substitute teachers. My Department continues to work intensively with all stakeholders to develop and implement creative solutions to address the teacher supply challenges for schools.
360. Deputy Denise Mitchell asked the Minister for Education the number of unfilled SNA positions at primary and secondary level in Dublin 5, 13 and 17, respectively; and if she will make a statement on the matter. [7164/23]
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 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, 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 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 NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of Special Needs Assistants and reviews.
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.
When a school has been allocated an SNA, the Board of Management, as the employer, is responsible for filling the vacancy.
Details of the recruitment and appointment procedures which apply to SNAs is detailed in Department Circulars 0051/2019 and 0031/2022:
0051/2019 gov.ie/en/circular/cb26b4-recruitment-and-appointment-procedures-for-special-needs-assistants-/
0031/2022 gov.ie/en/circular/34197-recruitment-of-special-needs-assistants-snas-supplementary-assignment-arrangements-for-the-20222023-school-year/
The information requested in relation to unfilled positions at school level is not available as the filling of vacancies is a matter for the employer, in this case each individual school board of management.
However, while my Department does not collate this information, I wish to advise that my Department is not aware of any evidence that schools are having any difficulties in recruiting or retaining SNA staff, including for short-term vacancies such as sick leave and/or maternity leave.
All Department circulars are available on the gov.ie website.
361. Deputy Michael Healy-Rae asked the Minister for Education if she will provide details regarding places for students in the ASD unit in Ballybunion (details supplied); and if she will make a statement on the matter. [7193/23]
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 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion providing supports to children and young people with special educational needs and their schools.
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 SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient mainstream, special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
The NCSE have sanctioned 29 new special classes in Co. Kerry over the last 3 years. Of these, 20 special classes are at primary level and 9 are at post-primary level.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As the need for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my Department and the NCSE are engaging with post-primary stakeholders in relation to the provision of special classes. My Department has also previously written to all post-primary schools to advise them of the need to begin planning to provide additional special classes.
At local level, the NCSE is continuing to engage with schools regarding which children can be supported to attend a mainstream class and with regard to 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.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at ncse.ie
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. 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.
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 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 education.
As your query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
362. Deputy Cian O'Callaghan asked the Minister for Education her plans to expand the number of reading schools and available places in existing reading schools for children with dyslexia in 2023; and if she will make a statement on the matter. [7195/23]
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 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, 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 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), which is a separate statutory agency, is responsible through its network of local Special Educational Needs Organisers (SENOs), for processing applications from schools for the establishment of special classes in various geographical areas where a need has been identified. The NCSE welcomes expressions of interest from schools in opening special classes to meet the demand for special class provision. In deciding on the location of a special class, SENOs take into account both the present and the future potential need for special class provision in the area, they must be satisfied that the special class is sustainable and appropriately located. SENOs liaise with relevant professionals in their area to arrive at an informed decision.
It is Department policy, in accordance with the principles of inclusive education, that pupils with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
My Department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to cater for children with special educational needs, including pupils with a Specific Learning Disability. Guidelines for schools on the organisation, deployment and use of their special education teachers have been published on my Department’s website, at education.ie/en/The-Education-System/Special-Education/Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs-in-Mainstream-Schools.pdf. It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified pupils, in accordance with my Department's guidance. In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the National Council for Special Education (NCSE) to help schools provide an appropriate education for pupils with special educational needs including reading difficulties.
My Department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs, including pupils with a SLD, to ensure that wherever a child is enrolled, s/he will have access to an appropriate education. As such, pupils with SLD have the option of attending their local school with additional teaching supports or attending a special class attached to a mainstream school or a special school.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with SLDs, where relevant professionals recommend the equipment as being essential for the provision of education. Schools apply to the NCSE, through their local Special Educational Needs Organiser (SENO) for such support. SENOs make recommendations to my Department where assistive technology is required, in accordance with the criteria set out in my Department's Circular 0010/2013.
A continuum of education provision is in place covering the full range of need spanning placement in mainstream classes with supports through to more specialist placements either in a special class or a special school depending on the level of complexity of need.
It is important to note though, that the majority of students with significant literacy difficulties currently receive additional teaching support from a Special Education Teacher in a mainstream class. This is provided on the basis of the individual pupil’s learning needs, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability.
As the Deputy may be aware, I have requested my Department to arrange for a review of the policy on reading classes and schools. The Department’s Inspectorate is currently working to finalise its report on the outcomes of a series of special educational needs inspections in schools with special classes for children with specific learning disabilities. It is envisaged that this report will be finalised in the coming weeks. When completed, this report will also be considered in the context of overall policy on special education.
363. Deputy Colm Burke asked the Minister for Education if consideration will be given to permitting students who do not hold a H4 in leaving certificate Irish to undertake the professional masters in education for primary teaching in order to address the shortage of primary school teachers; and if she will make a statement on the matter. [7211/23]
Amharc ar fhreagraMy Department specifies the minimum entry requirements in the core subjects: Irish, English and Mathematics for entry into primary Initial Teacher Education (ITE) programmes to ensure that primary teachers have the capacity to lead in these significant areas of student learning. The current Leaving Certificate entry requirement is a H4 in Irish.
All candidates, including school leavers, mature students and university graduates must hold the required level of Leaving Certificate Irish, English or Mathematics or an approved equivalent for entry into primary ITE programmes.
In the case of a student wishing to enter a postgraduate programme and who does not meet the minimum entry requirement in Irish, English or Mathematics, it is open to the person to repeat the Leaving Certificate Examination or pursue a course of study leading to one of the alternative qualifications in the subject(s) concerned as outlined in recently published Professional Master of Education (Primary Teaching) Entry Requirements and Procedures for 2023. Link: gov.ie - How to qualify as a primary teacher (gov.ie)
364. Deputy Paul Kehoe asked the Minister for Education if there has been any decision reached on school transport fees for future school years; and if she will make a statement on the matter. [7224/23]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €332.2m.
A review of the School Transport Scheme commenced in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Phase 1 of the review, an examination of issues a report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school was completed in June 2021.
Following commencement of the review the Steering Group presented me with an initial interim report in June 2021, with regard to eligibility and with an examination of issues for mainstream pupils relating to the nearest and next nearest school.
Following consideration of this report, for the 2021/2022 school year, the extension of temporary alleviation measures were approved for transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time. These measures will be continued for the current school year, pending completion of the review and means transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied by the 29th April and registered for a ticket by the 29th July.
While work on the review was impacted somewhat by the current conflict in Ukraine, and by the increased demand for the scheme in summer 2022 due to fees being waived, my officials are working to complete phase 3 of the review within the coming weeks with recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government it is planned that the review will be published.
Planning for the operation of the school transport scheme for the 2023/24 is expected to be completed shortly. Bus Éireann will advertise the details of the 2023/2024 school year process through their website and social media platforms. Details will also be published on the Department’s website and, in line with normal practice, will also be communicated to Oireachtas Members.
