Dáil Éireann Debate, Thursday - 23 May 2024
13. Deputy David Stanton asked the Minister for Further and Higher Education, Research, Innovation and Science his plans to further expand and develop further education courses for people with disabilities and those seeking to avail of second-chance education and training; and if he will make a statement on the matter. [23290/24]
Amharc ar fhreagraI want to give the Minister an opportunity to let us know what good work is taking place in his Department and at third level in order to expand and further develop further education courses for people with disabilities and for others who are seeking to avail of second-chance education and training.
Fostering inclusion is a core pillar of future of further education: transforming learning, the national further education and training strategy 2020-24. It identifies the needs of people with disabilities as a primary focus, acknowledging the need for more consistent support for this group. Widening participation is also a national target under the strategic performance agreements for 2022-24 agreed between SOLAS and the 16 education and training boards. The 2022 target of 16,788 learners from priority groups was exceeded, with the ETBs reporting 18,810 unique learners, including 12,578 learners with disabilities. Taking account of all provision, 12,704 learners declaring disabilities were enrolled in further education and training programmes in 2022. This figure increased to 14,689 in 2023. I can provide these statistics to Deputy Stanton.
Since 2018, SOLAS has published an annual overview of learners with disabilities' engagement in FET programmes. The most popular programmes in 2022 were adult literacy, community education, PLC and BTEI programmes. The ETBs engage specialist training providers such as Rehab’s national training network to support people with disabilities who require more intensive support. With more than €40 million in annual investment, SOLAS commissioned an evaluation of the programme, which is due to be completed shortly. Significant funding is targeted at tailored supports, including guidance, specific financial supports and psychological supports. Universal design for learning principles are being adopted across the sector, with guidance and support for FET practitioners on how to incorporate UDL practices in the curriculum. Together with SOLAS and the ETBs, the Department is committed to continuing support for the development of equal opportunities for people with disabilities by providing high-quality, inclusive and flexible education and training programme options with tailored supports.
I thank the Minister for his support and acknowledge the good work in his Department at this level and the progress made. I have supplementary questions on this issue. Will the Minister look at the provision of changing places and toilets in third level institutions? These are toilets used by wheelchair users; they are bigger spaces. It makes a massive difference for people who are wheelchair users if they have these facilities. Perhaps the Minister will take that on board. I know that regulations were signed last year by another Minister, in the Department of housing, making them mandatory in new buildings.
Does the Department have a role in ensuring that transport to and from third-level institutions and places of training is available to people with disabilities? I am aware that some Bus Éireann routes do not have wheelchair-friendly buses. It is all very well having courses and supports but if they cannot get there, it is a big challenge.
They are practical questions. I will come back to the Deputy about them. Regarding toilets in public places, for a lot of places of learning, whether FETs, universities or ETBs, it depends on their ownership, but the building regulations apply to them. If they are public buildings, there is need to have regard to all users and all people's ability to be mobile, regardless of who they are or where they come from. If there is a specific issue of which the Deputy is aware, he can tell me about it afterwards and I will have a look at it.
Concerning transport for people with disabilities, I am due to meet Bus Éireann in the next week or ten days about a range of issues, including timetables and practical matters. There is no point in a bus leaving five minutes before the class ends. Those are the types of complaints the Department gets. If there are specific issues regarding transport and toilets on some campuses, I ask the Deputy to let me know and we will have a look at them.
I thank the Minister for his positive response. Transport to college is a big issue, as is the availability of wheelchair-accessible places on buses and so on. Perhaps the Minister might take on board the suggestion of a national survey.
Will the Minister comment on the view of his Department and the sector in general regarding people with autism attending third level and further education and training courses? Sometimes people with autism need supports such as quiet spaces, as the Minister is aware. Has much work been done in this area? I know a lot of work has been done in the Oireachtas in this area and the Department has looked at the issue in conjunction with the Higher Education Authority and third level colleges and colleges of further education and training.
It is interesting that the Deputy has raised this issue. I had a discussion yesterday on the fact that if a child enters primary school, requires assistance and gets a special needs assistant, moves on to the second level system and has access to the same level of support and physical supports, whether sensory rooms or quiet spaces, that need does not stop when he or she transitions to third level. Work will have to be done in this space. In the other Department, the Department of Education, much of the focus, quite rightly, in recent times has been to play catch-up with the deficit in the number of special needs assistants and supports for children. For my Department, going forward, it will be an ongoing priority to make that transition as seamless as possible, not only for the learners but also for their families. It is a huge step in their lives. I am anxious to see how we can support them.
