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Gnáthamharc

Thursday, 4 May 2023

Written Answers Nos. 163-174

School Accommodation

Ceisteanna (163)

Colm Burke

Ceist:

163. Deputy Colm Burke asked the Minister for Education the current position in respect of a primary school (details supplied) that requires additional accommodation, given that the number of students attending the school for the academic year commencing in September 2023 will increase dramatically, and also in view of the fact that her Department has sanctioned the two special classes that will also require additional accommodation; and if she will make a statement on the matter. [20843/23]

Amharc ar fhreagra

Freagraí scríofa

I wish to advise the Deputy that my Department is in receipt of an application for additional school accommodation (ASA) from the school authority in question.

The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.

At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or a new SEN class has been sanctioned by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.

Officials from my Department have corresponded with the school authority and on receipt of their response the application will be progressed and the decision will issue to the school authority directly.

Departmental Consultations

Ceisteanna (164)

Sorca Clarke

Ceist:

164. Deputy Sorca Clarke asked the Minister for Education the date and mechanism which an organisation (details supplied) was formally requested by her Department to extend its remit and support post-primary parents and the engagement before said date with the individual member organisations of the National Council of Public-Private Partnerships. [20917/23]

Amharc ar fhreagra

Freagraí scríofa

The National Parents Council Primary was formally requested to extend its remit and support to post primary parents in written correspondence dated 02 December 2022.

Prior to this, the Department engaged directly with the National Parents Council Post Primary rather than with the individual constituent or former constituent bodies of the NPCpp.

Schools Building Projects

Ceisteanna (165)

Claire Kerrane

Ceist:

165. Deputy Claire Kerrane asked the Minister for Education if she will provide an update on the progress of an application by a school (details supplied) for major capital works; and if she will make a statement on the matter. [20936/23]

Amharc ar fhreagra

Freagraí scríofa

The school to which the Deputy refers to was approved funding under my Department's Additional Accommodation Scheme. The project is devolved for delivery to the school authority and will provide a 2 Classroom Special Education Needs (SEN) base, 6 x Mainstream Classrooms with en-suite and assisted user WC.

I can confirm that my Department has received a Stage 1 design report from the school authority. This report is currently being reviewed by technical officials in my Department. A decision will be conveyed to the school authority as soon as this review has been completed.

Special Educational Needs

Ceisteanna (166)

Francis Noel Duffy

Ceist:

166. Deputy Francis Noel Duffy asked the Minister for Education if she will clarify whether funding for children with additional needs is being considered for a school (details supplied); and if so, when it is expected to receive such funding. [20938/23]

Amharc ar fhreagra

Freagraí scríofa

I 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 special needs assistant (SNA) posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs.

For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 SNAs. 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 (SEN).

My department is committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential. My department strives to ensure that every child has access to an educational experience that is appropriate to their needs and supports both their academic and personal development.

Our policy, which is set out in the Education of Persons with Special Educational Needs Act 2004 (EPSEN) is that children with special educational needs should be educated in mainstream placements with additional supports provided as appropriate.

Where children require more specialised educational settings, such as special classes or special schools, the department and the NCSE ensures that the necessary resources and supports for such placements are provided in line with the needs of the child.

We have made a lot of progress over the last three years in terms of providing special classes and special school places 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.

There are a total of 2,537 special classes opened nationwide. Of the 2,537 special classes, there are 1798 at primary level and 739 at post primary level. We want to continue this level of progress to ensure that there are sufficient places in special classes and special schools for children who need them.

The NCSE has advised my department that it continues to work with schools to ensure all students identified as requiring places in the special class meet the Department of Education’s criteria for enrolment in a special class.

As your query refers to the establishment to a special class in a specific school, I will arrange to have it referred to the NCSE for their attention and direct reply.

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 National Council for Special Education (NCSE) has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.

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.

Detailed information on the NCSE Exceptional Review process is published on the NCSE website: ncse.ie/application-for-sna-exceptional-review.

All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. The Department does not have a role in making individual school determinations and the school should liaise with the NCSE directly in the event that additional supports are required.

Education and Training Provision

Ceisteanna (167)

Colm Burke

Ceist:

167. Deputy Colm Burke asked the Minister for Education if she would consider a new school programme, which would encourage young people to join training programmes; the additional supports in place to assist those who opt for training in trades; and if she will make a statement on the matter. [20951/23]

Amharc ar fhreagra

Freagraí scríofa

There are a number of programmes and supports within schools to assist students in considering and accessing the widest range of options possible including training in trades.

All schools are expected to have a Whole School Guidance plan detailing a range of activities exposing students to a wide range of options, including but not limited to training programmes, apprenticeships, further and higher education and training. Schools have a Guidance Counsellor who can support students of all ages with their options and provide support around educational, career, personal and social choices.

Transition Year is a valuable programme for students that offers opportunities for life skills, personal, social and academic development and experience of adult and working life. Transition Year has a unique and important value in the life of students. Currently over seventy per cent of students avail of Transition Year. Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students. As part of the redevelopment of Senior Cycle, a revised Transition Year programme statement is being developed, which will be available from early 2024 and will help to ensure the delivery of a valuable Transition Year experience for students across all schools participating in the programme. This will include the provision of professional support to teachers and schools in terms of continuous professional development.

The Leaving Certificate Established is a two-year programme that aims to provide learners with a broad, balanced education while also offering some specialisation towards a particular career option, whether that is apprenticeships and trades, further and higher education or the broader world of work.

The Leaving Certificate Vocational Programme (LCVP) is a two-year programme with a focus on enterprise and preparation for working life. It combines the academic strengths of the Leaving Certificate Established with a dynamic focus on self-directed learning, enterprise, work and the community. Throughout the programme, students are encouraged to be innovative and enterprising, take responsibility for their own learning and investigate and consider career options.

The Leaving Certificate Applied (LCA) is a two-year Leaving Certificate programme available to students who wish to follow a practical or vocationally orientated programme. The Leaving Certificate Applied is made up of a range of courses that are structured round three elements: Vocational Preparation, Vocational Education and General Education.

In March last 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. The approach to Senior Cycle redevelopment is ambitious, optimistic and inclusive. Senior Cycle redevelopment will ensure that the diversity of students’ learning needs and strengths are addressed and that all learning pathways in school are accessible and equally valued. It will broaden the ways used to assess and accredit students’ achievement, to better reflect and encourage the learning we wish to promote.

School Patronage

Ceisteanna (168)

Cian O'Callaghan

Ceist:

168. Deputy Cian O'Callaghan asked the Minister for Education in relation to the Schools Reconfiguration for Diversity process, the selection process for the initial pilot phase areas; the number of phases included under the guidelines of the process; the number of schools that have undergone successful reconfiguration and divestment since 2012; the target for Divestment under this process by 2030; if this target is likely to be achieved; and if she will make a statement on the matter. [20954/23]

Amharc ar fhreagra

Freagraí scríofa

The Programme for Government contains a commitment to expand the plurality of our schools to reflect the full breadth of society. Among the commitments are to:

“Achieve the target of at least 400 multidenominational primary schools by 2030, to improve parental choice”;

“Expand and prioritise the transfer of viable schools to Community National Schools”;

”Work with communities to ensure the provision of clear, non-partisan information on the preparation for, and the consequences of, the divestment process and to respond to queries raised.”

A number of patronage changes/change of ethos have taken place in recent years, resulting in the provision of an additional 14 multidenominational schools, comprising:

• 12 Community National Schools, including Nenagh CNS which transferred patronage in September 2022.

• Scoil Chaitlín Maude in Tallaght which transferred patronage in 2021 from its Catholic patron to An Foras Pátrúnachta. This Irish-medium school offers parents of junior infants the choice of undertaking an Ethics and Morality Programme or a Catholic Programme.

• Gaelscoil Moshíológ in Gorey (a gaelscoil under the patronage of An Foras Pátrúnachta) changed to a multidenominational ethos, on a phased basis from September 2022.

12 primary schools have been established under the patronage divesting process, all of which have a multidenominational ethos.

In total, 78 of the 79 primary schools which were established and/or changed patronage and/or ethos since 2011 have a multidenominational ethos.

In 2022, there were 166 primary schools with a multidenominational or inter-denominational ethos. This represents circa. 5% of mainstream primary schools.

The Schools Reconfiguration for Diversity process, supporting transfers of schools to multidenominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multidenominational schools across the country.

Where a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property. All State-funded primary schools follow a common national curriculum and are subject to the same rules and regulations.

In March 2022 I announced that arrangements are being put in place in a number of towns and areas of cities that have no multidenominational primary schools to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there is sufficient demand for this.

The pilot areas are parts of the cities of Cork, Dublin, Galway and Limerick and also the Arklow, Athlone, Dundalk and Youghal areas. The Council for Education of the Irish Episcopal Conference (representing the Catholic patrons) and relevant Bishops have confirmed their willingness to engage and co-operate fully with my Department in seeking to facilitate a more diverse school patronage in these towns and cities.

My Department made available a number of independent facilitators, who are former senior inspectors, across the pilot areas to work with the school patron and relevant school authorities at a local level.

63 schools were engaged with as part of the pilot.

The engagement at local level was completed at the end of Q1 2023 and this is helping to clarify the level of demand for reconfiguration.

The pilot has already facilitated increased diversity with the announcements that two schools in Athlone (Cornamaddy National School) and in Dublin 8 (St. Enda's, Whitefriars St) will be transferring from Catholic patronage to the local Education and Training Boards becoming multidenominational community national schools. My Department is hopeful that there will be a number of other transfers of patronage and change of ethos to multidenominational in the short term.

The learnings from the process in the pilot areas should provide a pathway forward on the process for providing multidenominational options for parents in other towns and areas of the country going forward.

The goal remains to establish a strong process, that has the support of patrons and local communities, and which will enable us to continue to increase the number of multi-denominational primary schools across the country.

To assist school patrons and school communities, my Department has published a guidance pack, setting out some general and practical information relating to transfer of patronage which may be useful for school communities and school authorities and staff where transfer of patronage of a school is being considered or implemented. This information pack is available from the schools reconfiguration page of the gov.ie website: www.gov.ie/schoolsreconfiguration, or by contacting my Department at reconfiguration@education.gov.ie

Special Educational Needs

Ceisteanna (169)

John McGuinness

Ceist:

169. Deputy John McGuinness asked the Minister for Education further to previous Parliamentary Questions on the same issue, if a place will be approved for a child (details supplied); if the full range of services and supports required in this case have now been provided; and if she will make a statement on the matter. [20957/23]

Amharc ar fhreagra

Freagraí scríofa

The Middletown Centre for Autism project is a jointly funded initiative between the Department of Education in Northern Ireland and the Department of Education aimed at supporting the promotion of excellence in the development and harmonisation of education and allied services to children and young people with autistic spectrum disorders.

At the request of my Department, and, as approved by the North South Ministerial Council, Middletown Centre for Autism (MCA) commenced provision, on a limited basis in the Republic of Ireland of an intensive educational assessment and learning support service to children and young people on an outreach basis (MCA Pilot). This is a second-tier service which complements existing provision for children and young people with autism. Therefore, where autistic children and young people experience significant difficulties, the first course of action is engagement with first tier services provided by the Department of Education, (including NEPS), National Council for Special Education and Health Services Executive and (HSE)/ HSE funded services.

The MCA Pilot is a second-tier service and currently works with a minimum of 12 referrals per year. The nomination and referral process is initiated by parents and professionals at school level via the Principal following a multidisciplinary school based review involving the National Educational Psychological Service (NEPS), the local Special Educational Needs Officer (SENO) and other relevant professionals. Nominations cannot be made directly to Middletown Centre for Autism (MCA), the Department of Education or the NCSE.

Nominations for MCA Referral are only considered for children and young people where such a review concludes despite comprehensive autism specific support and consistent engagement from school and home with first-tier services, the child or young person continues to present with significant and enduring behavioural and emotional concerns which impact their engagement and participation in education. MCA’s Learning Support & Assessment team builds on the work of first tier services and works alongside them to ensure their involvement in the process. They aim to create a strong base for building family and professional capacity to support the child when the referral concludes (normally after 10 months).

The Centre provides a comprehensive nationwide training service for parents and educational professionals. Parents can view the range of courses which the Centre has available through the website www.middletownautism.com. The Centre’s professional training programme will provide 7,000 differentiated training opportunities for professionals in Ireland. This will include Training required by the NCSE and training required to support the planned increase in new autism classes. The Centre will also provide 7,000 training opportunities for parents in Ireland.

If a parent feels that a child is currently experiencing continuing difficulties they should request through their school a multidisciplinary school based review involving NEPS, the local SENO and other relevant professionals.

School Transport

Ceisteanna (170)

Michael Ring

Ceist:

170. Deputy Michael Ring asked the Minister for Education if she will amend eligibility under the terms of the school transport scheme to include regard for children to attend post primary level where they reside not less than 4.8 km from and are attending their nearest co-educational post primary school; and if she will make a statement on the matter. [20979/23]

Amharc ar fhreagra

Freagraí scríofa

The 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 4,500 children who have arrived to Ireland from Ukraine.

The total cost of the scheme in 2022 was €338.9m.

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.

Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review.

Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021.

Following consideration of this report, for the 2021/2022 school year, the provision of temporary alleviation measures was approved for transport for post-primary students who are otherwise eligible for school transport, but were attending their second nearest school and had applied and paid on time. These measures have been continued for the current 2022/2023 school year, and will again continue in the 2023/2024 school year pending completion of the review.

These measures mean that 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 for school transport by the 28th April 2023 and pay for a ticket/enter medical card details by the 9th June 2023.

Phase two of the review has progressed significantly and is being completed in tandem with phase three which is well underway.

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 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.

For the 2023/2024 school year, reduced charges will apply, mainstream ticket holders will save up to €50 at primary and €275 at post-primary, with an overall reduction in the family maximum contribution of €525 compared to the fees for 2021/2022 school year. This reduction in fees is at a cost of €49m. Children availing of Special Educational Needs Transport remain exempt from ticket charges.

School Accommodation

Ceisteanna (171)

Michael Lowry

Ceist:

171. Deputy Michael Lowry asked the Minister for Education further to Parliamentary Question No. 521 of 18 April 2023, if he will provide an update on an additional school accommodation application for a school (details supplied); if her Department has all of the necessary documentation to make a decision on this application; when a final decision will be issued; and if she will make a statement on the matter. [21001/23]

Amharc ar fhreagra

Freagraí scríofa

The school referred to by the deputy received approval for a building project under the Department's Additional School Accommodation (ASA) Scheme. The school recently submitted the Form of Acceptance for this project. Progression of this project through Stage 1 of the architectural planning process currently lies with the school authority.

Whilst this project has been devolved to the school authority for delivery, the Department is engaged directly with the school to provide whatever practical assistance and advice is necessary to implement this important project for the wider school community.

Education Policy

Ceisteanna (172)

Cathal Crowe

Ceist:

172. Deputy Cathal Crowe asked the Minister for Education the steps her Department has taken for rural Ireland since 2020. [21002/23]

Amharc ar fhreagra

Freagraí scríofa

As the Deputy is aware small schools are defined for statistical purposes as schools with 4 mainstream teachers or less. Small schools are highly valued in their communities in that they provide a vital link to local heritage and history, help sustain rural populations and often act as a link for sports and social activity. Under the Programme for Government the Department of Education is committed to continue to recognise the importance of small schools.

Under Project Ireland 2040, the Department is investing €4.4 billion over the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day. Over the last 3 years this Government has invested €2.6 billion in school buildings. This is a record level of investment and has helped to add capacity and modernise existing accommodation in schools throughout the country.

The Department of Education has a strong track record of delivery of school building projects, and this was achieved again in 2022 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues. There were over 180 school building projects delivered during 2022 which included accelerated delivery of modular accommodation, responding to increasing prevalence of special education needs, to facilitate additional capacity in special classes and special schools to cater for over 900 children. Circa. 300 school building projects continued in construction at the start of 2023 - the majority of which will be completed over the course of this year and early 2024. In this regard, it is worth noting that there were over 50 new school buildings under construction over the course of 2022. This is providing high quality new and energy efficient modern facilities in schools throughout the country. The current status of all projects are listed on a county by county basis at www.gov.ie. and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.

The Department recognises the importance of the Minor Works Grant to primary schools. The funding provides good flexibility at local level to assist schools to manage and undertake works that support the operation of the school. A total of €280 million in Minor Works Grants and Enhanced Minor Works Grants has been allocated to schools between 2018 and 2022.

On 11th April 2023, the Department of Education announced €29 million in minor works funding for primary and special schools for the 2023/24 school year. To provide schools with a good lead in period to plan and undertake works that will support the operation of schools going into the 2023/24 school year payment of these grants have now been processed.

Schools have the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds. Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs. The works that can be undertaken under minor works scheme include maintenance and small-scale improvements to school buildings and grounds, improvement or replacement of mechanical and electrical services, the purchase of standard furniture and physical education equipment, the purchase of floor coverings and window blinds, the purchase of IT related equipment, ventilation improvements, and enhancements to outdoor learning environments.

Building on the Creative Youth Plan 2017-2022, the new Creative Youth Plan 2023-2027 was officially launched by Ministers Foley, Harris, O’Gorman and Martin on the 28th March of this year. The Department of Education is the lead on a number of actions and also is a stakeholder across a number of actions contained in the Plan. The Plan incorporates existing Department of Education designed, led and national coordinated programmes right across the Country, including BLAST, Creative Clusters, Local Creative Youth Partnerships, TAP+ (Teacher Artist Partnership CPD & Residency Programme), Arts in Junior Cycle CPD programme and Music Generation. There will be a continued focus on ensuring that these programmes are developed and enhanced to target those hardest to reach children and young people throughout the country. In addition, the implementation of these programmes across the country, align with and supports implementation of wider strategies such as in relation to STEM and Education for Sustainable Development, and education policy objectives.

The STEM Education Policy Statement 2017–2026, sets out the roadmap to achieve and improve the STEM education experience and outcomes for all learners regardless, of background, location and gender, from early learning and care settings, primary and post-primary schools, and to support learners to progress to STEM pathways in Further or Higher Education. The Department of Education supports many initiatives which would have representation from rural Ireland to include BT Young Scientist and Technology Exhibition, ESB Science Blast and Scifest. The Department also partners with Science Foundation Ireland (SFI) on their SFI Discover which aims to bring STEM to those who may not otherwise have considered the endless opportunities available that are out there. This includes those from disadvantaged backgrounds and rural locations. 15 projects have been supported to date.

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. The scheme is a demand-led service based on the number of eligible children who apply to avail of transport. Children are generally 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 as determined by Bus Éireann, having regard to ethos and language. While the scheme operates in every county, given its nature and the eligibility distance criteria, the scheme is in the main a scheme that serves rural areas throughout the country. The Department recognises the importance of the school transport service for families and children, particularly those in rural Ireland.

In the 2020/21 year over 113,100 children, including over 14,500 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 €224.7m in 2020.

In the 2021/22 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.

In the 2022/23school 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 at a cost of over €332m in 2022.

Special Educational Needs

Ceisteanna (173)

Eoin Ó Broin

Ceist:

173. Deputy Eoin Ó Broin asked the Minister for Education the efforts that are being made by her Department and the NCSE to provide an appropriate school place that will meet the needs of a person (details supplied) as per their obtained assessment report. [21025/23]

Amharc ar fhreagra

Freagraí scríofa

I would like to thank the Deputy for the question and would like to advise the following:

My department is committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential. My department strives to ensure that every child has access to an educational experience that is appropriate to their needs and supports both their academic and personal development.

As part of Budget 2023, my department’s budget was substantially increased, by over 10%, meaning that for 2023 the 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.

Additional funding is also being provided to allow the National Council for Special Education (NCSE) recruit additional staff, including Special Educational Needs Organisers (SENOs). These additional resources should ensure that the NCSE can better support parents and schools in relation to the provision of special education needs places.

Our policy, which is set out in the Education of Persons with Special Educational Needs (EPSEN) Act 2004 is that children with special educational needs should be educated in mainstream placements with additional supports provided as appropriate.

Where children require more specialised educational settings, such as special classes or special schools, the department and the NCSE ensures that the necessary resources and supports for such placements are provided in line with the needs of the child.

We have made a lot of progress over the last three years in terms of providing special classes and special school places 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.

There are a total of 2,537 special classes opened nationwide. Of the 2,537 special classes, there are 1798 at primary level and 739 at post primary level. We want to continue this level of progress to ensure that there are sufficient places in special classes and special schools for children who need them.

Just recently on 12th April, Minister Foley and l announced the establishment of two new special schools as part of a comprehensive update on enhanced education provision for students with special educational needs. These two new special schools will be established in Carrigtwohill, east Cork and Dublin 7 for the 2023/24 school year.

Along with the two new special schools, I also confirmed that 218 new special classes have been sanctioned by the NCSE for opening in the coming school year 2023/2024, with more to be confirmed in the coming weeks – 126 at primary and 92 at post-primary level.

Of these new classes, 29 are in Co. Dublin, with 15 at primary level and 14 at post-primary level. These new classes will bring the total number of special classes in Co. Dublin to 494, 376 at primary and 118 at post-primary. Additional special classes will be sanctioned in the coming weeks.

The NCSE has advised my department that it continues to work with schools to ensure all students identified as requiring places in the special class meet the Department of Education’s criteria for enrolment in a special class.

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.

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 www.ncse.ie.

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 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.

Departmental Schemes

Ceisteanna (174)

James Lawless

Ceist:

174. Deputy James Lawless asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media if she will examine a matter (details supplied); and if she will make a statement on the matter. [20830/23]

Amharc ar fhreagra

Freagraí scríofa

My Department's role in relation to tourism lies primarily in the area of national tourism policy and implementation of that policy is a matter for the tourism agencies, Fáilte Ireland and Tourism Ireland, as well as certain other bodies. With specific regard to tourism development, these are operational matters for Fáilte Ireland in line with its tourism development functions. I have referred this question to them for direct response to the Deputy. Please advise my private office if you do not receive a reply within ten working days.

A referred reply was forwarded to the Deputy under Standing Order 51
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