Written Answers Nos. 365-382
365. Deputy Seán Haughey asked the Minister for Education if appropriate education will be provided for children with severe dyslexia; if more reading schools and classes will be established for these children; and if she will make a statement on the matter. [7288/23]
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 (SLD). Guidelines for schools on the organisation, deployment and use of their special education teachers have been published on my Department’s website, at www.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.
366. Deputy Paul McAuliffe asked the Minister for Education the status of the roof repair for a school (details supplied). [7290/23]
Amharc ar fhreagraI would like to inform the Deputy that the school in question has not submitted an application for funding under the Emergency Works Scheme (EWS) for roof works. If there is an issue with the roof that causes the school or part thereof to close the school should submit an EWS application for the minimum works necessary to resolve the issue via the Devolved Projects tab on the Esinet portal.
367. Deputy Emer Higgins asked the Minister for Education if a school (details supplied) is covered by State indemnity insurance since 2012 and, as such, has not required separate building insurance from that date; and if she will make a statement on the matter. [7294/23]
Amharc ar fhreagraAs outlined in my Department's Governance Manual for Board of Management of Primary Schools, Boards of Management are obliged to take out public liability insurance, contents insurance and employers’ liability insurance.
As this school is on Minister owned land it is not obliged to take out buildings insurance. However the school is required to take out public liability, contents and employers’ liability insurances. A letter outlining this was sent to the school in November 2022.
Prior to making changes to any insurance policy it is strongly suggested that the school discuss this with the school patron.
368. Deputy Emer Higgins asked the Minister for Education the status of the community contribution refund that is due to a school (details supplied); and if she will make a statement on the matter. [7295/23]
Amharc ar fhreagraOfficials from my Department have been in contact with the school in question and it is aware of the elements in the process that need to be followed before any community contribution refund can be made. The case is being actively managed and it is anticipated that further progress will be made in the coming weeks.
369. Deputy Eoin Ó Broin asked the Minister for Education if there is a process through which children who require devices to assist with their education, and have had devices in their possession for a number of years, can apply to have the devices updated; and if so, if she will outline the process. [7326/23]
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.
The National Council for Special Education (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.
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.
It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Schools may also purchase new or additional equipment or software for students from normal school resources or funds.
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.
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).
Where a teacher or a parent believes that the student requires an upgrade in Assistive Technology, an application with recent professional reports should be made by the school to the local SENO in the NCSE, details of which can be accessed at the following link: Assistive Technology – National Council for Special Education – Working to deliver a better special education service (ncse.ie)
370. Deputy Jennifer Murnane O'Connor asked the Minister for Education if the provision of schoolbooks will be made to those who are being home schooled in the same way books are being provided free of charge for primary school students this year; and if she will make a statement on the matter. [7334/23]
Amharc ar fhreagraAs part of Budget 2023, I announced over €50 million to provide free books to primary school pupils within the free education scheme from next September. This significant investment further reflects the Government’s commitment to a quality and inclusive school system with improved learning outcomes for every pupil.
This Government recognises that the cost of preparing children for school each September can be a cause of financial difficulty and worry for many Irish families. This free schoolbooks measure will eliminate the cost to these families for all school books at primary school, including workbooks. It delivers on the Programme for Government commitment to extend the free school book pilot, currently in place in over 100 DEIS primary schools.
The measure will be extended to all pupils enrolled in recognised primary schools, including special schools.
371. Deputy Alan Farrell asked the Minister for Education the number of recruited SNAs, SETs and teachers, respectively, since budget 2023; and if she will make a statement on the matter. [7344/23]
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.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
The school can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students.
When a school has been allocated an SNA, an SET or a teaching post the Board of Management, as the employer, is responsible for filling the vacancy. 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.
In relation to teacher supply, the Deputy will be aware, that my Department is continuing to engage closely with school management bodies, teacher unions and other education stakeholders to develop a range of further, innovative measures to improve the availability of teachers.
Specifically in relation to SNAs, there is no evidence available to my Department 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.
372. Deputy Catherine Murphy asked the Minister for Education if she will establish a fund for schools that cannot meet their running costs in order to end the practice of demanding voluntary school contributions. [7368/23]
Amharc ar fhreagra373. Deputy Catherine Murphy asked the Minister for Education if she has circulated a memo and-or advice to school boards of management or principals requesting them not to make demands for voluntary school contributions in the context of high domestic energy bills and the current high cost of living and period of high inflation. [7369/23]
Amharc ar fhreagraI propose to take Questions Nos. 372 and 373 together.
Section 64 of the Education (Admissions to schools) Act 2018, which was commenced in 2018 explicitly prohibits the charging of admission and enrolment fees for admission to or for continued enrolment in a school, with some exceptions such as boarding or fee charging schools.
Voluntary contributions may be sought from parents, provided it is made clear to parents that there is no compulsion to pay. The manner in which such voluntary contributions are sought and collected is a matter for school management, however their collection should be such as not to create a situation where either parents or pupils could reasonably infer that the contributions take on a compulsory character.
My Department provides funding to all recognised schools in the Free Education Scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs including heating, lighting etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.
Furthermore, as part of the Cost of Living measures introduced in the Budget, €90 million was provided in once-off additional funding to support increased running costs for recognised primary and post-primary schools in the free education scheme, in particular in dealing with challenges they face in the light of rising energy costs.
This additional grant, which issued to schools recently, was paid at the rate of €75 per pupil at Primary level and €113 at Post-Primary level. Enhanced rates were also paid in respect of pupils with Special Educational needs. Further details are available in Circular 0077/2022 available on the Department’s website and may be accessed at the following link: www.gov.ie/en/circular/467fa-once-off-cost-of-living-measure-to-support-increased-school-running-costs/
374. Deputy Gino Kenny asked the Minister for Education the stage of the school completion programme for a school (details supplied); and if she will make a statement on the matter. [7383/23]
Amharc ar fhreagraOn 1 January 2021, the administration of the school completion programme (SCP), transferred from the Minister for Children, Equality, Disability, Integration and Youth to my Department. The SCP forms part of the Tusla Education Support Service (TESS). While the arrangements between Tusla and the SCP are not impacted by the change in ministerial responsibility, Tusla now reports to my Department in respect of the SCP; SCP is funded by my Department via Tusla.
The SCP was introduced in 2002 by my Department and the programme is now a central element of DEIS, a key policy initiative of my Department to address educational disadvantage at school level. The SCP delivers a range of local interventions in disadvantaged communities that support the retention of young people in education.
There are currently 122 school completion projects with local management committees. At present, management of the school completion programme initiatives generally occurs at local level.
Budget 2021 provided for a 5% increase in funding for the School Completion Programme. I have again increased funding for this programme by a further 5% under Budget 2023, as part of an €8 million allocation to address the impacts of COVID-19 and increase retention rates of students in schools, especially those from groups at risk of educational disadvantage.
Regarding the school referred to by the Deputy, the SCP work collaboratively with school staff with a current particular focus on improving school attendance. SCP initiatives include both targeted and universal supports.
375. Deputy Pat Buckley asked the Minister for Education the reason a young child (details supplied) with special education needs cannot get a school escort even though their school transport has been sanctioned; and if she will make a statement on the matter. [7388/23]
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 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.
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.
I am pleased to advise that the pupil referred to by the Deputy is eligible under the terms of the scheme and a sanction has been issued by School Transport Section of my Department to Bus Éireann to accommodate the child on an individual service. Sanction has also been provided to the school management authorities to employ a school bus escort on board the school transport service.
While School Transport Section in my Department sanction funding for the employment of a school bus escort, the school management authority of the school the child is attending is the employer of the school bus escort. The school management authority employ the escort in accordance with the relevant employment legislation. Part of the recruitment process includes Garda vetting through the National Vetting Bureau.
Once a school bus escort has been sourced and vetting has been completed, the school authorities should liaise with their local Bus Éireann office to arrange for the escort to commence employment on the individual service.
376. Deputy Duncan Smith asked the Minister for Education the reason a university (details supplied) is the only university that is recognised to qualify to become a special needs teacher without holding a masters level degree in primary education; if she is taking any actions to resolve this given the teacher shortage; and if she will make a statement on the matter. [7397/23]
Amharc ar fhreagraThe Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. The Council registers teachers under five routes of registration namely, Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The minimum registration requirements for each route are set out in the Schedule of the regulations. All initial teacher education programmes in Ireland that lead to registration must have professional accreditation from the Teaching Council.
The Teaching Council's (Registration) Regulations 2016 set out the routes under which teachers are eligible to apply for registration. A degree in Early Childhood Teaching and Learning, while valuable, is not an accredited course nor does it meet the registration requirements under Route 4 Other of the Teaching Council Registration Regulations 2016 (formerly Regulation 3 Montessori and Other Categories of the 2009 Regulations).
Registration under Route 3 (Further Education) of the 2016 Regulations is the route of registration available where an accredited qualification in the primary or post-primary sector is not held. Applicants who apply under this route must hold a degree qualification but are not initially required to hold a teacher education qualification (TEQ). A relevant TEQ is required under Route 3. However applicants who meet the degree qualification requirements and who have not completed an accredited TEQ are eligible for conditional registration for a period of three years in which time this requirement must be completed.
The St. Nicholas Montessori College degree in Montessori Education has long-standing recognition with the Department of Education (DE) and was subsequently amalgamated into the Council’s Registration Regulations under Route 4. With the making of the 2016 Regulations it has been known that this is being phased out with a clear timeframe for same, which outlines that the qualification is only acceptable for registration under Route 4 Other where the application is made on or before 31 December 2023.
There are a number of Graduate and Post-graduate Diplomas in the field of Special Education which are approved by the Department of Education and can be used to add this sector to a teacher’s registration where the teacher also holds an accredited Primary teacher education qualification. The Teaching Council works within Department policy and central to this policy is that all teachers teaching children with Special Educational Needs should be qualified Primary or Post-primary teachers in the first instance and may then apply for one of the Department of Education recognised qualifications in Special Educational Needs as outlined in the DE circular 0044/2019.
My Department is undertaking a comprehensive programme of work to support the supply of teachers to our schools. Officials engage closely with school management bodies and other education stakeholders to inform this work. My Department will continue to work closely and intensively with stakeholders to develop and implement creative solutions to address teacher supply challenges for schools.
377. Deputy Aodhán Ó Ríordáin asked the Minister for Education which agency has responsibility for the undertaking of a pupil’s assessment for assistive technology in a secondary school setting, following a recommendation by a CDNT. [7425/23]
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.
The National Council for Special Education (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.
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.
It must also 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.
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.
Supporting documentation must be submitted to the NCSE by the school when making the application for assistive technology. This should include a recent comprehensive and professional assessment of the nature and extent of disability, and details of the equipment most appropriate for the needs of the pupil. The recommendation of the NCSE will be based upon accompanying professional reports from relevant professionals, such as Educational Psychologists, Occupational Therapists, Speech and Language Therapists etc.
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 audio logical 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).
379. Deputy Holly Cairns asked the Minister for Education if the programme of nominating NCSE would be nominating an appropriate person to carry out an assessment of educational needs on behalf of the HSE under the AON process, announced on 20 October 2022, is an emergency response to the AON crisis; if not, if it is a trial for a new approach to same; if she will outline which schools were involved in the announced process; the supports or funding these schools received; and if she will provide details of any monitoring and assessment of this announced process. [7427/23]
Amharc ar fhreagra380. Deputy Holly Cairns asked the Minister for Education if her Department has advised schools to use students' SSP within an assessment of need process; and if so, on what basis was this advice given; and if she will make a statement on the matter. [7428/23]
Amharc ar fhreagraI propose to take Questions Nos. 379 and 380 together.
I would like to thank the Deputy for the question and for the opportunity to set out the background to the process as it applies in schools.
The Assessment of Need (AON) process is provided for under the Disability Act 2005 and is under the remit of the Health Service Executive (HSE). Following a court ruling in October 2021 there is now a legal obligation on the education system to assist the HSE as part of the HSE’s Assessment of Need Process (AON).
Assessment Officers working under the remit of the HSE are charged with organising the Assessment of Need. The Assessment Officer coordinates and completes the Assessment Report and makes the determination as to whether or not a child or young person meets the definition of disability contained in the Act.
If the HSE Assessment Officer forms the opinion that there may be a need for an education service to be provided to an applicant, they will request the NCSE to nominate a person with the appropriate expertise to assist in carrying out the assessment of education needs. Where the child is enrolled in a school the Education of Persons with Special Education Needs Act (EPSEN) 2004 names the principal as the person the NCSE should contact.
My Department and the NCSE have worked intensively to ensure that the process put in place to support the educational component of the AON fulfils legal obligations and is one that is rooted in existing assessment practices in schools.
The educational component of the AON process refers to assessment of education needs. Assessment in education is an everyday practice in schools which results in the identification of a child’s education need and the measures required to address these needs.
Identification of education needs, therefore, is central to the way schools operate. Schools provide for the inclusion and participation of all students and provide an education which is appropriate to a student’s abilities and needs.
This aligns with the obligations on schools arising from the Education Act 1998. They use a range of assessment practices as part of the Continuum of Support process. The Continuum of Support framework enables the school to identify, address and review progress in meeting the academic, social and emotional needs of the pupil, as well as other education needs.
Schools have been provided with a range of resources to ensure that the education needs of all students, including those with a disability or other special education needs, are identified and supported. The Department of Education issued Guidelines for Primary and Post-Primary schools (2017) to assist them in identifying and providing for the special education and learning needs of students.
Information derived from the schools’ assessments in education are recorded in a ‘Student Support Plan’. In line with best educational practice, the Student Support Plan details a student’s education needs as identified by the school as well as the measures put in place to address these needs. The information contained in the Student Support Plan is used in completing the educational component of the AON form which is returned to the HSE via the NCSE.
In finalising the AON process, there has been extensive consultation with the education partners and with individual schools. I am very grateful to all those who contributed to this process, particularly the 80 schools that assisted in trialling the process and in providing detailed feedback on the guidance documents and resources put in place to support the process. I do not consider it appropriate to identify these schools. This process was completed in December 2022 and feedback from the schools involved and stakeholders has been incorporated into the documents issued to schools.
The Department of Education and the NCSE have put in place comprehensive supports to assist schools in completing the educational component of the HSE’s AON process. These include:
A guidance document which provides step by step instructions for the completion of the AON form
- A short video which provides instructions for the completion of the AON form
- Dedicated email support from the NCSE
- Dedicated phone support from NCSE advisors
- An FAQ document which will be updated regularly
- Completed exemplars for different school settings
Where schools require additional support to that already listed, they can request an in-person support visit from an NCSE advisor to assist in the completion of the AON form.
The Department is committed to monitoring the impact of the AON process on schools and will formally review this at the end of the current school year. This review will ensure that any additional guidance, support or resource that is required will be put in place at the earliest possible opportunity. The education stakeholders will be invited to participate in this review process.
In the interim, my Department and NCSE will work with the education stakeholders to ensure that schools are supported as outlined above to complete the AON process.
381. Deputy Rose Conway-Walsh asked the Minister for Social Protection the supports in place for adults in rural communities who receive a diagnosis of epilepsy and automatically lose their licence until being seizure-free for one year; if the Government is considering an automatic entitlement to free travel; and if she will make a statement on the matter. [6424/23]
Amharc ar fhreagraThe Free Travel scheme provides free travel on the main public and private transport services for those eligible under the scheme. There are over one million customers with direct eligibility. The estimated expenditure on free travel in 2023 is €95 million.
It is important to note that, in general, access to a free travel pass for those aged under 66 is a secondary benefit linked to a person being in receipt of certain primary Social Protection payments such as Disability Allowance, Invalidity Pension, Carer’s Allowance, Blind Pension and Partial Capacity Benefit. As many illnesses or physical conditions have impacts ranging from mild to severe, entitlement to these social welfare schemes is not provided on the basis of a diagnosis but on the basis of the impact of that diagnosis on the individual concerned and, in the case of Disability and Carer's Allowance, subject to an assessment of their means. In this way, resources can be targeted to people in most need.
I am aware of an ongoing campaign by Epilepsy Ireland. I fully recognise the issues and difficulties that can arise due to a person being diagnosed with epilepsy and who is unable to drive as a result of their condition. Following a meeting with representatives of Epilepsy Ireland to discuss its proposal in detail, I asked my Department officials to examine the issues raised in relation to access to the Free Travel scheme.
My officials advise me that they are currently finalising the report and I expect to receive it shortly. I will carefully consider its contents and any recommendations that it may contain.
With regard to financial supports, the Department of Social Protection provides Additional Needs Payments as part of the Supplementary Welfare Allowance scheme for people who have an urgent need, which they cannot meet from their own resources. These payments are available through our Community Welfare Officers and include help towards recurring travel costs that cannot be met from the person's own resources and are deemed to be necessary.
I hope this clarifies the matter for the Deputy.
382. Deputy Rose Conway-Walsh asked the Minister for Social Protection to provide a timeline for the implementation of all of the child maintenance review recommendations; and if she will make a statement on the matter. [6425/23]
Amharc ar fhreagraThe Child Maintenance Review Group was established in 2020 to prepare a report on:(i) The current treatment within the Department of Social Protection of child maintenance payments,
(ii) The current provisions relating to the liable relatives regarding child maintenance, and(iii) The establishment of a State Child Maintenance Agency.
The Government accepted the Group's recommendations in relation to the social welfare system and I an pleased to say that, pending the introduction of the necessary legislation, my Department has already implemented some of the recommended changes on an administrative basis.
Child maintenance payments will be disregarded in the means test for social welfare payments. This measure will mean that many lone parents currently on reduced rates of payment will see their payment increase. It will also mean that some additional lone parents will qualify for a payment. It is estimated that this measure will be of direct benefit to approximately 16,000 lone parents at a cost of approximately €10 million per year.
My Department is also removing the "efforts to seek maintenance" requirement from One-Parent Family Payment and Jobseeker's Transitional Payment. This requirement often involved lone parents having to go to Court to seek a maintenance order, so this change will remove a potential additional stress for them, as well as helping to reduce the burden on our courts system.
In addition, the liable relative provisions have been discontinued. This means that my Department will no longer seek to recoup a portion of claim costs from the non-resident parent. I want to be very clear that removing these provisions does not replace or supersede the primary responsibility of parents to maintain their children.
These are very significant reforms of the social welfare system which will be of great benefit to lone parents. Introducing these changes requires amendments to both primary and secondary legislation, the details of which are currently being examined. The reforms will also necessitate changes to some of my Department’s systems, application forms and processes.
My officials are working on advancing the legislative provisions and associated issues at present to ensure implementation as early as possible. In the meantime, and on an administrative basis, my Department is not requiring people to make efforts to seek maintenance from their child's other parent and the liable relative provisions are not being applied to new claims for One-Parent Family Payment.
