Written Answers Nos. 661-680
661. Deputy Bernard J. Durkan asked the Minister for Education if all efforts are being made to accommodate a child (details supplied) in their local school, whose parents are making every effort to secure them a primary school place, who currently does not have a place for starting school in one week's time; and if she will make a statement on the matter. [38293/23]
Amharc ar fhreagraAs the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While the Department is aware of increasing pressures and demand for additional school places in the Prosperous-Clane area, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications – pupils have applied for a place to a number of schools in the area
• School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
• Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
• External draw – pupils coming from outside the local area
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In 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.
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 may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, the Department is engaging with patron bodies and school authorities, including those of schools in the Prosperous-Clane areas, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train. Following discussions, an application for additional accommodation was received by St Farnan's and approved which allowed the school to increase their first year intake for September 2023.
Additionally, the Department will continue to work to advance the planned and current projects in the Prosperous-Clane School Planning area and to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future. This includes the additional accommodation project approved for Scoil Mhuire, Clane.
662. Deputy Paul Donnelly asked the Minister for Education if she plans to visit to United Arab Emirates in order to attract Irish-trained school teachers that are based there to return home and work in the Irish education system. [38297/23]
Amharc ar fhreagraI have no plans to visit the United Arab Emirates in order to attract Irish trained school teachers that are based there to return home and work in the Irish education system.
A number of measures are in place to support teachers who are qualified abroad and those who are working abroad to work in Ireland. These include:
• Newly qualified teachers (NQTs) who qualify outside Ireland may complete induction (Droichead) in Ireland. Teachers must apply no later than 1 February 2024 to be eligible. This measure seeks to enhance the supply of NQTs available to schools and is particularly relevant for Irish teachers who have studied and qualified abroad and who may wish to return to the Irish education sector.
• The criteria for the award of incremental credit to recognised teachers in respect of previous service in countries such as the UAE is outlined in Circulars 10/2001 for primary teachers, 29/2007 and 29/2010 for post primary teachers. An award of incremental credit is made to teachers who satisfy the criteria in those circulars. This was agreed in the first instance by the Teacher Conciliation Council. This Council is comprised of representatives of the teacher unions, school management bodies, the Department of Public Expenditure, NDP Delivery and Reform, and the Department of Education chaired by an official of the Workplace Relations Commission.
• Following on from the Department’s Action Plan on Teacher Supply, the Irish Primary Principals’ Network (IPPN) operates an online portal for the recruitment of teachers to long-term teaching positions. The portal facilitates the matching of demand and supply and provides an efficient and user-friendly recruitment process for both schools and teachers, including teachers working abroad who wish to apply for posts here.
• Turas Abhaile is an initiative of the post-primary school management bodies and the National Association of Principals and Deputy Principals (NAPD) which has assisted teachers based abroad to return teach in Ireland since September 2019. Turas Abhaile matches teachers with specific vacancies and participating schools facilitate online interviews to suit the preferences of candidates.
In addition to the above measures, the Teaching Transforms campaign promotes the teaching profession and encourages students to follow a career in teaching. The campaign is supported by a dedicated webpage, which includes useful information for teachers seeking to return to work in Ireland or who have qualified outside the State (www.gov.ie/teachingtransforms).
663. Deputy Paul Donnelly asked the Minister for Education the annual funding allocated and staffing levels in the City of Dublin Education and Training Board Psychological Service in 2022 and 2023, in tabular form. [38305/23]
Amharc ar fhreagraThe ETB concerned has confirmed to my Department that the annual staffing level and funding allocated by the ETB to its psychological service for 2022 and the projected annual staffing level and funding for 2023 is as follows:
|
Year |
Annual funding (pay) |
Staffing levels (WTE) |
|
2022 |
€617,475 |
6.6 |
|
2023 (projected) |
€698,350 |
6.6 |
664. Deputy Fergus O'Dowd asked the Minister for Education if he will respond to concerns raised in respect of the school scoping inquiry (details supplied); and if she will make a statement on the matter. [38343/23]
Amharc ar fhreagraThe Scoping Inquiry was established in response to revelations of historical sexual abuse in a number of day and boarding schools run by religious orders. Having regard to this, and a challenging timeframe for the Scoping Inquiry to complete its work, the priority focus of the Scoping Inquiry is on day and boarding schools run by religious orders. It is not the role of the Scoping Inquiry to make findings of fact in respect of individual schools or individual allegations of abuse.
The Lead of the Scoping Inquiry will, having regard to the outcomes sought by survivors, make recommendations to the Minister on the scope and breath of the Government response to the revelations of historical sexual abuse in day and boarding schools run by religious orders. However, the Deputy may wish to note in this regard that it is envisaged the recommended response could also form a template for Government responses in respect of other settings.
The Deputy may also wish to note that elements of the Scoping Inquiry will focus on the school sector as a whole, including an analysis of child protection systems within the primary and post-primary sector.
665. Deputy Michael Ring asked the Minister for Education if school transport will be provided to siblings (details supplied) considering that this family has been availing of the school transport service since 2005; and if she will make a statement on the matter. [38382/23]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
There was an increase of 21% in tickets issued to eligible students and an increase of 38% in tickets issued on a concessionary basis in the 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
Under the terms of the Primary School Transport Scheme, children are eligible for school transport where they reside not less than 3.2kms from and are attending their nearest Primary School as determined by the Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who completed the application and payment process on time will be accommodated on school transport services for the 2023/24 school year where such services are in operation. The closing date for applications for the 2023/24 school year was Friday 28th April 2023. The payment closing date was Friday 9th June 2023.
Bus Éireann have confirmed that, the family to whom the Deputy refers to, are eligible for school transport. The family did not complete the payment process before the closing date of 9th June 2023. This was completed on 2nd August 2023. The service is now operating to capacity with no seats available.
666. Deputy Brendan Griffin asked the Minister for Education if Tusla has been receiving answers provided in State examinations to trigger investigations into individual families and children; if so, if the context and legal provision for this will be explained; how many such instances have occurred to date in 2023; and if she will make a statement on the matter. [38386/23]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
667. Deputy Brendan Griffin asked the Minister for Education if her Department and/or the State Examinations Commission is providing Tusla (Child and Family Agency) with details of students based on answers provided in State examinations to trigger investigations into individual families and children; if so, if the context and legal provision for this will be explained; how many such instances have occurred to date in 2023; and if she will make a statement on the matter. [38388/23]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
668. Deputy Pádraig O'Sullivan asked the Minister for Education when classrooms at a special school (details supplied) will be ready; what arrangements will be made in the interim to facilitate impacted students; and if she will make a statement on the matter. [38390/23]
Amharc ar fhreagraThe school to which the Deputy refers were approved for refurbishment work to provide for the provision of 3 additional classrooms for September 2023.
Building works are at an advanced stage to deliver the accommodation for these three new classes for this special school. The principal has secured interim accommodation in a property beside the school for two of the classes while the building works are in train and parents of the children concerned were advised that these classes will commence on 6 September. It is anticipated that the third class will commence operation in the school around mid-September and the principal is engaging with the parents concerned in the meantime.
Every effort is being made to complete the building works during the coming weeks and the principal will continue to keep parents updated on developments. The National Council for Special Education is also available to support the families concerned.
669. Deputy Brendan Griffin asked the Minister for Education if her Department or the State Examinations Commission is providing Tusla (Child and Family Agency) with details of students to trigger investigations into individual families and children based on answers provided in State examinations; if so, if the context and legal provision for this will be explained; if students and their parents/guardians have been made aware of this possibility; how many such instances have occurred to date in 2023; what records of such investigations are kept, and for how long and by whom; and if she will make a statement on the matter. [38391/23]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
670. Deputy Sorca Clarke asked the Minister for Education the number of SNA posts recruited for and filled to the end of the school year in 2023. [38406/23]
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. 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been 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 funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase by 686 and 1,194 respectively.
For the first time ever there will be 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.
SNAs play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The department does not have a role in making individual school determinations.
SNAs are allocated to schools as a school based resource and not to individual children. 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. This allows schools flexibility in how the SNA support is utilised.
The NCSE have confirmed that at the end of the 2022/23 school year 19,481 SNA posts were allocated to special classes, mainstream and special schools. The majority of the additional 1,194 SNAs provided for in Budget 2023 will be allocated to schools opening new special classes and special schools with increasing enrolments for the new 2023/2024 school.
The NCSE publish statistics on SNA allocations for each school year, by county, in tabular form on their website. These details can be found at: www.ncse.ie/set-hours-and-sna-allocations
When a school has been allocated an SNA, the Board of Management as the employer, is responsible for filling the vacancy. The decision on whether to employ a full-time SNA to fill a full-time post, or to employ an equivalent number of part-time SNAs rests with the employer.
My department acts as paymaster to over 3,700 schools whose Boards of Management are the direct employers of SNAs. SNAs employed within the Education and Training Board (ETB) sector are paid by the respective ETB.
Therefore the information requested in relation to the numbers of SNAs recruited and employed is not to hand.
My department and the NCSE are 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. Schools should liaise with the NCSE directly in the event that additional supports are required.
671. Deputy Sorca Clarke asked the Minister for Education the estimated first- and full-year saving of removing the monetary subsidy given to private schools. [38409/23]
Amharc ar fhreagraGross expenditure in the order of €121 million was incurred by my Department on salaries for teachers and special needs assistants (including employer’s PRSI) in fee-charging schools in the 2021/2022 school year, which is the latest full school year data available.
Capital supports (building-related and ICT grants) are also available to such schools and these totalled over €4.3 million in 2022. In addition, specific Covid-19 grant funding of €3 million was paid to these schools for the school year 2021/2022 for hand sanitizer, enhanced cleaning and supervision.
The figures given relate to the gross costs of fee-charging schools and not the net financial position.
In addition, given that the Pupil Teacher Ratio is 19:1 for free scheme schools and 23:1 in fee charging schools, the figures above do not take into account the additional cost associated with the greater number of teachers that would need to be employed if the pupils in fee charging schools were instead enrolled in schools in the free scheme.
672. Deputy Peadar Tóibín asked the Minister for Education if she or her Department have carried out a risk assessment or an impact assessment on the new Junior Cycle SPHE curriculum; and if so, if she will provide the details of these assessments. [38443/23]
Amharc ar fhreagraThe main function of the National Council for Curriculum and Assessment (NCCA) is to advise me, as Minister for Education, on matters related to curriculum and assessment in early childhood education, primary and post-primary schools.
As part of good governance, the NCCA uses a risk management policy and framework which are designed to support the ongoing identification, assessment, monitoring, management and review of risk. As part of this, the Council maintains a Corporate Risk Register, which is under ongoing review and discussion by the Senior Management Team and approved by the Council.
The Council comprises of 26 members, with representatives from the teaching unions, management bodies, parent bodies and second-level student's union, among others.
The NCCA advises that, in considering risks involved in curriculum development, it ensures that its work is evidence informed, that robust consultation and engagement with stakeholders takes place; documentation such as consultation reports and research are publicly available online; and detailed deliberation takes place within its representative structures.
As part of the teaching and learning of SPHE, many sensitive issues may arise and the aim is to address them in a way that is inclusive and that is age and stage appropriate. The decision on what is age and stage appropriate is based on research and best practice including engaging with experts. It is also informed by extensive consultation with parents and guardians, teachers and young people and children themselves.
The teacher’s professional judgment plays a key role in identifying when an issue is age and stage appropriate for a particular class. Within the classroom, the teacher has a degree of flexibility to judge how particular topics should be addressed, so that learning takes place in a way that is meeting the needs and context of their students.
On 16 May, an updated Junior Cycle specification was published and it will be introduced into schools in September 2023. The SPHE specification is grounded in values of respect, equality, inclusivity, responsibility, dignity, compassion and empathy. The development group for the Junior Cycle SPHE specifications included representatives from the Department of Education, Teachers Union of Ireland (TUI), Association of Secondary Teachers Ireland (ASTI), Education and Training Board Ireland, Joint Managerial Body, National Parents’ Council Post-Primary, and Irish Universities Association. There were two NCCA nominees, one from the HSE and another from the University of Limerick.
The NCCA consultation on the draft Junior Cycle specification took place from July to October 2022, three months rather than the normal six week consultation. The majority of respondents, across all groups who engaged with the consultation, affirmed the overall direction of the updated Junior Cycle SPHE curriculum. This included responses from over 4,000 parents.
The NCCA published a report on the Junior Cycle consultation which can be found on their website at ncca.ie.
Updating of SPHE curricula is a commitment in the Programme for Government and the NCCA’s publication this summer of the draft specification for Senior Cycle SPHE is another mark of the progress being made in that regard. The Deputy may wish to note that the NCCA opened the consultation on July 12th 2023 and it will run until October 18th 2023. Public consultations are a key aspect of the curriculum development process and the aim is to engage as many stakeholders as possible. As such, I would like to take this opportunity to encourage anyone with an interest in this vital area of the curriculum to make your feelings known by contributing to this consultation.
Development of a draft Primary specification is expected to be completed in early 2025, with public consultation on this specification planned for 2024.
673. Deputy Peadar Tóibín asked the Minister for Education if she or her Department have carried out a risk assessment or an impact assessment on the use of mixed-sex toilets in schools; and if so, if she will provide the details of these assessments. [38444/23]
Amharc ar fhreagraThe decision in relation to the identification, allocation, wayfinding or signage of the toilet facilities in every school is based on detailed conversations between the school authority and the design team at the earliest stage, and in compliance with the recommendations of SDG-02-06. The decisions relating to the identification of sanitary facilities will (in every case) be based on the ethos and values of each individual school, agreed between design teams and the school authority at the outset of the design process, as recommended within SDG-02-06. In every case, all options relating to the identification of sanitary facilities remain open to each school authority as is specified in legislation. As such, SDG-02-06 satisfies entirely the requirements of all applicable legislative requirements in relation to the prevention of discrimination in our schools, and does so through a spirit of partnership with each school authority.
The journey that each school authority takes in delivering successful education projects can be complex and involves multiple stakeholders, opinions, regulation and oversight. The design guidance contained in SDG-02-06 offers the choice to each school authority as to which path they choose to follow in providing flexible and inclusive environments for pupils.
There is no instruction within the Department of Education School Design Guideline SDG-02-06 that schools are to incorporate gender neutral toilet facilities, or to remove single sex facilities. All toilets have standardised designs, it is a matter for each school to designate them as to match their needs. This approach allows schools to plan and develop toilets to match their own ethos and standards, without dictating an overarching design philosophy. The guidelines are available at www.gov.ie.
The design guidance is written to respond to the wide ranging requirements of a multitude of stakeholder voices, and intended to ensure that the school environment is designed to be flexible and responsive to each school’s individual requirements. Education environments are to be designed to promote equality, to be flexible, inclusive and adaptable to changing needs where these particular needs arise.
674. Deputy Alan Dillon asked the Minister for Education if she will provide an update on the additional accommodation project for a school (details supplied); the current status of the project; when it is expected to proceed to construction; the overall cost of this project and its scope, as set out in the tender bid evaluations; and if she will make a statement on the matter. [38463/23]
Amharc ar fhreagraThe school to which the Deputy refers was granted funding under my Department's Additional School Accommodation Scheme for the provision of a general classroom and a special education teaching room.
This project is devolved to the school authority for delivery and it has appointed a design team which presented a stage 2 (detailed design) report to the Department. This report has been reviewed by my professional and technical officials and their recommendations for progressing the project to the next stage of the architectural process have been shared with the school. It is the responsibility of the school authority to progress the project and my Department is available to provide practical assistance and support for this purpose.
At this stage, it is not possible to provide an accurate timeline for completion of the project. The cost of the project will not be finalised until the project reaches final account after statutory approvals, procurement and practical completion.
675. Deputy Pádraig O'Sullivan asked the Minister for Education the child development model that was used in setting the criteria for the L2LP Numeracy Programme (details supplied); and if she will make a statement on the matter. [38469/23]
Amharc ar fhreagraThe Level 2 Numeracy Priority Learning Unit (PLU) is one of five PLUs, along with short learning courses, that make up the Level 2 Learning Programme (L2LP). It is a standalone numeracy programme. It is distinct from Level 3 Junior Cycle Mathematics.
As stated in the Framework for Junior Cycle (2015), L2LPs and Level 1 Learning Programmes (L1LPs) are designed for a small number of students with particular special educational needs. L2LPs are designed to provide curricular access to students with General Learning Disabilities (GLD) in the low mild to high moderate range of abilities.
Consultation on Draft Guidelines for Teachers of Students with General Learning Disabilities (2002) highlighted a gap in curriculum, assessment and certification provision at Junior Cycle for students within the low mild to moderate range of GLD. The consultation found that even with the most sophisticated differentiated approaches, mainstream Junior Cycle remained inaccessible to a small group of students. It was also noted that the curriculum was not fully appropriate for some students who needed concerted support in personal, social and vocational development. The introduction of L2LPs within the Junior Cycle programme in 2014 aimed to make the curriculum more accessible to students with low mild to high moderate range of GLD.
Students with low mild to high moderate GLD benefit from an L2LP as it purposely focuses on development and learning in elementary literacy and numeracy, language and communication, mobility and leisure skills, motor coordination and social and personal development.
The focus of all L2LPs is to enable students with general learning disabilities to acquire the knowledge, concepts, skills and values that are required to promote and progress independent living skills.
676. Deputy Kathleen Funchion asked the Minister for Education if she will intervene to ensure a family (details supplied) can access school transport for the coming school year. [38486/23]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
There was an increase of 21% in tickets issued to eligible students and an increase of 38% in tickets issued on a concessionary basis in the 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Already over 132,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the same time last year. This number of tickets has already exceeded the total number of tickets issued in the 2022/23 school year.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school having regard to ethos and language.
Children are eligible for transport at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Bus Éireann has advised that the pupils referred to by the Deputy are eligible for school transport, however, as the application and payment was not received on time for these pupils they were unsuccessful in obtaining school transport for the 2023/24 school year. The existing service is currently operating to capacity.
677. Deputy Aodhán Ó Ríordáin asked the Minister for Education the position regarding progress on the development of a new permanent school building for a school (details supplied). [38497/23]
Amharc ar fhreagraI am pleased to inform the Deputy that the capital project they refer too is at Architectural Planning Stage 4 - Construction. The project commenced on site in June 2023 with an estimated completion timeframe of Quarter 4 2024.
678. Deputy Aodhán Ó Ríordáin asked the Minister for Education the position regarding the transfer of a school (details supplied). [38498/23]
Amharc ar fhreagraI wish to advise that the school referred to by the Deputy will relocate to an existing building currently occupied on an interim basis by another school while awaiting the construction of a building project for that school.
In this regard, the building project for that school is currently at architectural planning Stage 4 - Construction. The project commenced on site in June 2023 with an estimated completion timeframe of Quarter 4 2024.
679. Deputy Niall Collins asked the Minister for Education if she will provide an update on plans for a new school building (details supplied); if she will give assurances in relation to the completion of the new school; and if she will make a statement on the matter. [38502/23]
Amharc ar fhreagraThe large scale capital project at the school referred to by the Deputy is at Architectural Planning Stage 3 - Tender Action and Award. The Tender report was recently received by my Department and is currently under review. My Department will be in contact with the school authority when this review is complete.
680. Deputy Sorca Clarke asked the Minister for Education the number of posts offered for the role of ISL classroom support to date in 2023; the number of posts filled to date; and how many posts were filled by the beginning of the school year 2023. [38504/23]
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. 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been 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 funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs.
For the first time ever there will be 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.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
A national recruitment campaign for the Irish Sign Language – specialist classroom support (ISL-SCS) resulted in a panel of seven individuals being formed at the end of June. When an application for ISL-SCS is received and validated by the NCSE an offer is made to a candidate on the panel.
Currently one valid application from a school has been received, and an offer has been made to the candidate in relation to completing the filling of this post. Further offers will be made to candidates on the panel when applications are received by the NCSE.
The second role, of ISL advisor, has a broader remit and will work to try to build capacity in ISL across the school community including teachers, SNAs, other school staff and other students. A national advertising campaign for the ISL advisor is commencing in September following unsuccessful pilot campaigns in the south of the country earlier this year.
My department and the NCSE are 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.
