Written Answers Nos. 833-857
833. Deputy Fergus O'Dowd asked the Minister for Education if concerns raised by a person (details supplied) will receive a response in respect of senior cycle geography students; and if she will make a statement on the matter. [14174/21]
Amharc ar fhreagraThe State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
834. Deputy Joe Flaherty asked the Minister for Education her plans for vaccine roll-out in special education schools in which there are very vulnerable young children; and if there are plans to also prioritise staff in such settings given that colleagues in adult disabilities have already begun their vaccinations. [14183/21]
Amharc ar fhreagraThe vaccine protocol devised by the National Immunisation Advisory Committee (NIAC), is endorsed by the National Public Health Emergency Team (NPHET) and signed up to by Government.
The Department of Health have confirmed that those essential to Education are estimated at this time to be in the first one third of the population captured by the Vaccine Allocation Strategy.
My Department has engaged with the Department of Health requesting that consideration is given to school community as the vaccination programme is rolled out in order to accommodate front line school staff (i.e. those working with SEN students) within the vaccination programme at the earliest possible opportunity.
835. Deputy Richard Boyd Barrett asked the Minister for Education if her Department has issued guidelines to the Teaching Council with regard to ESL teachers from English language schools that have closed down and ceased trading (details supplied); and if she will make a statement on the matter. [14188/21]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016. The Character Reference and Garda Vetting are two of the key requirements of the “fit and proper person” assessment process under the legislation.
The Teaching Council assure me that where individuals have difficulty in obtaining such a character reference and make contact with the Council outlining their difficulties, the Council will provide guidance specific to their particular situation. This may involve the provision of specific employment references, other character references or a combination. In instances where an applicant for registration meets all the registration requirements and co-operates with the Council in the provision of alternative character reference(s), registration will be progressed.
Should an individual have any queries regarding their registration I would advise they liaise directly with the Teaching Council.
836. Deputy Claire Kerrane asked the Minister for Education the governance and accountability in place for patrons and boards of management at primary school level; the person or body that oversees accountability; and if she will make a statement on the matter. [14191/21]
Amharc ar fhreagraThe governance structure of primary schools is such that, in accordance with the Education Act 1998, the patron of a school does not have a direct role in the day to day management of the school.
Under section 14 of the 1998 Act it is the duty of the school patron, for the purposes of ensuring that a recognised school is managed in a spirt of partnership to appoint a Board of Management. The composition of the Board is agreed nationally between patrons of schools, national associations of parents, recognised school management organisations, recognised trade unions and staff associations representing teachers and the Minister.
The Act provides, inter alia, that it is the duty of the Board to manage the school on behalf of the patron, for the benefit of the students and their parents and to provide or cause to be provided an appropriate education for each student at the school. In general, the Board has the responsibility to ensure that the school operates efficiently and effectively. Boards of management are required to comply with the provisions of the Education Act 1998, the relevant rules for schools and the terms of circulars issued by my Department.
In primary schools the agreed composition and procedures for the appointment and operation of boards of management of primary schools are set out in my Department’s publication the “Governance Manual for Primary Schools 2019 – 2023”.
837. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the plans that have been put in place to ensure that leaving certificate geography students who have chosen geographical investigation topic number five who can no longer attend geography field trips to conduct this research in view of guidance from her Department will not be disadvantaged when receiving their leaving certificate qualification; and the way they will complete this investigation without field trips being permissible. [14192/21]
Amharc ar fhreagraThe State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
838. Deputy Cathal Crowe asked the Minister for Education if the anomaly will be addressed in primary payroll procedures whereby in recent years the attainment of an honours or pass degree for entrants to the profession has no bearing on salary given a small cohort of teachers who are in the profession for many years continue to be paid less than their work colleagues due to the fact they attained a pass primary degree; and if she will make a statement on the matter. [14193/21]
Amharc ar fhreagra858. Deputy Cathal Crowe asked the Minister for Education the number of primary school teachers who are missing out on the honours primary degree allowance due to the fact that they attained a pass level in their primary degree but attained an honours level in their postgraduate diploma; and if she will make a statement on the matter. [14475/21]
Amharc ar fhreagraI propose to take Questions Nos. 838 and 858 together.
My Department has implemented the outcome of the public service-wide review of allowances and premium payments which was completed in September 2012 by the Department of Public Expenditure and Reform. Additional amendments to Teacher Terms and Conditions, including pay and allowances, can only be achieved through engagement and collective bargaining agreements between the Government and the public service unions. A Sectoral Bargaining Fund is established under the new national pay agreement, Building Momentum, to deal with outstanding adjudications, commitments, recommendations, awards and claims within the Exchequer funding limit in place. Any review of the eligibility criteria for qualification allowances can occur only under that process and any such proposals would need to be considered in detail by my Department and the relevant unions.
With regard to the number of primary school teachers who are missing out on the honours primary degree allowance due to the fact that they attained a pass level in their primary degree but attained an honours level in their postgraduate diploma, my Department does not hold this information. However, my officials have confirmed the numbers of individuals on my Department’s Primary payroll who are in receipt of pass level allowances as follows:
- Higher Diploma in Education: 396 Primary teachers
- Primary Degree: 4,859 Primary teachers
- Master’s Degree: 79 Primary teachers
The overall cost of amending the eligibility criteria for pass qualification allowances is anticipated to be in the region of €17.9 million for Primary teachers and €13.9 million for Post-Primary teachers per annum in year one. These costs relate to teachers on my Department’s payroll and does not include costs associated with other payrolls such as the ETB payrolls.
839. Deputy Claire Kerrane asked the Minister for Education the stage the urgent accessibility works at a school (details supplied) are at; if an application at design stage has been submitted to her Department; when works will commence; and if she will make a statement on the matter. [14213/21]
Amharc ar fhreagraI would like to inform the Deputy that an Emergency Works application has been received from the school in question and is currently being assessed, a decision will issue to the school authority in due course.
840. Deputy Bernard J. Durkan asked the Minister for Education the progress to date in respect of moving a school (details supplied); and if she will make a statement on the matter. [14220/21]
Amharc ar fhreagraMy Department has given approval to the Patron of the school referred to by the Deputy to appoint a Consultant to undertake an Options Study of the property in question. This Study, when available, will be used as a basis for determining the necessary refurbishment works required to the property.
841. Deputy Pa Daly asked the Minister for Education if she will consider the addition of Irish Sign Language as an accredited subject for junior and leaving certificate students. [14230/21]
Amharc ar fhreagraA short course in Irish Sign Language (ISL) was prepared by Post-Primary Languages Ireland (PPLI) under the remit of my Department. This 100 hour course is based on the Generic Short Course in Modern Languages, which was also developed by PPLI using the new Framework for Junior Cycle (2015) and the Junior Cycle Short Courses Draft Handbook 'Developing Short Courses in Junior Cycle' prepared by the National Council for Curriculum and Assessment (NCCA). The course provides the 'learning statements' and key skills which all short courses are based upon. In this course, the emphasis is on developing communication skills in ISL at level A1 on the Common European Framework of Reference for Languages (CEFR). At present there are no plans to introduce Irish Sign Language as an accredited subject for Post-Primary students.
A link to the course is available at: http://languagesinitiative.ie/images/ISL/MFL_Gen_Spec_ISL_28_May__Short_Course.pdf. Schools can now choose to provide this short course as part of their Junior Cycle programme.
There is also an opportunity for students to learn Sign Language during the course of Transition Year. For further information on the Transition Year programme and the modules available please visit the NCCA’s website at: www.ncca.ie/en/senior-cycle/programmes-and-key-skills/transition-year.
Irish Sign Language is an option in the Leaving Certificate Applied. Currently, there are four modules on Sign Language available as part of the Leaving Certificate Applied Programme. This course introduces students to Irish Sign Language and aims to develop their expressive and receptive communication skills. The course also develops awareness and appreciation of the Irish deaf community and its culture. There are four modules in this course. Deaf students may take all four modules instead of the Gaeilge and Modern Language courses. The first two modules of this course may be taken as elective modules by all students.
The National Council for Curriculum and Assessment (NCCA) have recently commenced a review of Senior Cycle. Key themes of the review will be to consider the range of learning programmes and pathways and how to improve flexibility and choice for students at Senior Cycle. The review of Senior Cycle offers those working in Irish education and the general public an opportunity to contribute to building a shared vision for Senior Cycle. Further information in relation to the review of Senior Cycle is available on the NCCA website at www.ncca.ie/en/senior-cycle/senior-cycle-review.
842. Deputy Matt Carthy asked the Minister for Education further to Parliamentary Question No. 110 of 4 February 2021, the nature of the representations received in relation to the proposal by Cavan and Monaghan Education and Training Board to amalgamate schools (details supplied); the form that the consideration of these representations will take; and if she will make a statement on the matter. [14240/21]
Amharc ar fhreagraThe Department has received a number of representations regarding the amalgamation of these schools and I will give these consideration.
As the Deputy is aware the decision making authority for any amalgamation is the Patron/Trustees of the school.
Any proposed change involves extensive negotiations at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system. My Department was not involved in these negotiations.
843. Deputy Aodhán Ó Ríordáin asked the Minister for Education the status of the construction of a school (details supplied); and if she will make a statement on the matter. [14286/21]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to Limerick & Clare Education and Training Board (LCETB).
I am pleased to confirm that Planning Permission was granted in late summer 2020 with a number of conditions.
The pre-qualification process for the project is currently being finalised. My Department expects the project to proceed to tender following the completion of this process. Once tendering has been concluded, the project can proceed to construction.
844. Deputy Cormac Devlin asked the Minister for Education if her attention has been drawn to the case of a child (details supplied); if the issue will be investigated and the appropriate action taken; and if she will make a statement on the matter. [14301/21]
Amharc ar fhreagraI have made enquiries in relation to the case the Deputy has raised and I can advise that the school has made contact with the assigned NEPS psychologist. The psychologist has reported that the nature of this pupil’s need did not lend itself to remote psychological casework while schools were closed. The process of involvement by the NEPS psychologist will recommence now that the school has reopened.
845. Deputy Holly Cairns asked the Minister for Education the position regarding the pedagogical value of homework for primary and post-primary students; the way in which research in the field informs teaching and learning practices; and if she will make a statement on the matter. [14326/21]
Amharc ar fhreagraThe Department of Education does not issue any guidelines relating to homework being given in schools. It is a matter for each school, at local level to arrive at its own homework policy. In keeping with good practice, the process of drafting a homework policy should involve consultation with teachers, parents and students.
Although schools are not obliged to have a published policy on homework the Department does acknowledge that homework can play an important part in helping students to prepare for forthcoming classwork and in reinforcing work already covered during class time.
For those students/pupils that are still learning remotely, teachers should ensure that pupils are given opportunities to make real progress in developing their knowledge, skills and understanding across the curriculum. Guidance from the Department states that it is important that all teachers provide specific teaching input to their students/pupils to support them as they continue their learning engagement, this will vary between the work that the teacher will ask students/pupils to do independently and direct teaching by the teacher.
Primary
In relation to research on homework, the National Council for Curriculum and Assessment (NCCA), in consultation with the National Parents Council, commissioned some research in 2018 on Parental Involvement, Engagement and Partnership in their Children’s Education during the Primary School Years with Homework a significant theme in this work. This research was published in 2019 and is available on the NCCA website: www.mie.ie/en/research/parental_involvement_engagement_and_partnership_in_their_children%E2%80%99s_education_during_the_primary_school_years/.
Homework is see as promoting a partnership between the school, the child and the parents The research looked at the following areas ?
- The home learning environment
- The role of homework
- Homework and achievement
- Parental involvement with homework
Children’s voice on homework
In terms of recommendations related to homework, the following are detailed:
- Additional opportunities could be provided for parents and teachers to discuss how to support children’s language development in the home. This could begin with a conversation about homework
- Although there is evidence of good homework practice in schools, there is a need for national guidance on homework in relation to time, content and method that suits children best, according to research in the field
- Schools need to review homework policies and to ensure a whole-school approach is applied in relation to homework
- Entertaining and interactive oral language games and activities should be incorporated into children’s homework
- In planning homework, schools might take into consideration the demands on children's time to do planned activities outside of school and the importance of outdoor free play opportunities for young children
- Schools might consider removing homework from junior infant classes with the exception of story-time/reading to/with children
- Colleges of Education might consider a module on parental involvement in their children’s education and to include a focus on homework in the module. This is already happening in some Colleges of Education.
This research is being taken under consideration in the review and redevelopment of the Primary Curriculum currently underway by the NCCA.
Post Primary
The Framework for Junior Cycle (2015) outlines a comprehensive range of approaches to teaching, learning, and assessment which has been informed by engagement with the educational partners and by national and international research. This includes an approach to assessment which emphasises that the primary purpose of assessment at this stage of students’ school lives should be the support of learning. In this context, the Framework advises that teachers and students engage in ongoing assessment activities as part of classroom practice that can be either formative or summative in nature.
Schools are to use a range of assessment methods for formative and summative purposes which emphasise the interlinked and complementary nature of the assessment process at junior cycle. The Framework highlights that students’ homework assignments, project work, and tasks will each have significant formative potential as the teacher gives regular feedback to students on their work. They will also provide opportunities for teachers to take stock and make judgements about how well a student is progressing in their learning.
In addition, the National Council for Curriculum and Assessment (NCCA) has supported significant research into students’ experiences of senior cycle education, including homework. The Council is currently completing its review of senior cycle education which will be informed by this research. One of the units explores how developing student reflection can allow students to take more responsibility for their own learning and progress. It presents lots of strategies that you can use or adapt when helping students to reflect on their learning. While it doesn’t reference homework, supporting students to reflect on learning should underpin the design of homework tasks.
846. Deputy Holly Cairns asked the Minister for Education if junior certificate woodwork practical exams can be completed with the assistance of a SNA in the case of a person (details supplied); and if she will make a statement on the matter. [14327/21]
Amharc ar fhreagraThe State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
847. Deputy Mark Ward asked the Minister for Education the status of the provision of a post-primary ASD unit for children in north Clondalkin, Dublin 22; and if she will make a statement on the matter. [14363/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
This year, over 20% of the total Education budget or €2bn will be invested in supporting children with special educational needs. As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
Notwithstanding the extent of the investment in special education and the supports which have been put in place, I am also very conscious that there are some parts of the country, including the area referenced, where increases in population and other issues have led to concerns regarding a shortage of school places.
I can assure the Deputy that the NCSE is acutely aware of these concerns and is continuing its engagement with schools, patron bodies, parents and other stakeholders to bring the required additional special education placements on stream.
I understand that the NCSE has specific plans in place to open additional special classes in post primary schools for the 2021/22 school year both in Dublin 22 and other nearby areas including Dublin 20.
I am also advised that NCSE is currently engaged with other schools in the immediate and adjacent areas with a view to supporting them in opening new special classes to cater for the identified needs of students in the community.
Families can be reassured that as soon as schools notify NCSE of vacancies within their specialist class provision, SENOs work locally to ensure parents are made aware of these places.
Information on the availability of special class places can change as the school year progresses. Parents of students seeking special class placements are therefore advised to maintain contact with their local SENO whose contact details can be found at: https://ncse.ie/regional-services-contact-list.
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 and I want to reassure you that the delivery of the necessary additional provision is being progressed as an absolute priority.
848. Deputy Niamh Smyth asked the Minister for Education if clarity will be provided on the requirements for a specialist autism unit (details supplied); and if she will make a statement on the matter. [14372/21]
Amharc ar fhreagraSpecial class provision in mainstream primary and post primary schools is a central element of the continuum of education provision in place to support children with special educational needs. This continuum extends from full-time placement in mainstream classes and special classes through to full time enrolment in special schools with a number of options in between.
My Department supports this continuum through a range of dedicated supports in line with the needs of the child. These supports include the provision of teachers, special needs assistants and psychological support from the National Psychological Service. In addition, there are specialist supports provided by the National Council for Special Education (NCSE) including extensive professional development programmes for principals and teachers and advice for schools, parents and families.
The overall aim of the continuum is to ensure that every child is supported in the journey of realising their potential through education in an inclusive and caring school environment.
I am keenly aware of the huge contribution made by all Principals, including teaching Principals, in supporting this continuum.
Currently, the allocation of an administrative principal to a school is on the basis of a school's enrolment on the previous 30th September, as set out in Appendix B of the staffing schedule. The enrolment required for the appointment of an administrative principal is currently 176, 143 and 116 in ordinary schools, DEIS Band 2 schools and DEIS Band 1 schools respectively. Where schools are operating 2 or more Autism Special Classes, the required enrolment for the allocation of an administrative principal is reduced to 113 for ordinary and DEIS Band 2 schools and 81 in DEIS Band 1 schools.
There are no plans to change these arrangements at this time.
As part of the additional funding to schools this year, €10.2m has been allocated specifically to support Principals and Deputy Principals who undertake teaching duties in primary schools. This funding will provide each teaching principal with a minimum of one release day per week, and release days for Deputy Principals in those schools that have an existing administrative principal for this school year. More than 1,700 primary schools with teaching principals have benefitted from the increase in release days.
Teaching Principals in schools with special classes are allocated a further 4 release days, in addition to the 37 allocated to each school with a teaching principal.
There are arrangements in place for schools to cluster their principal release days into a full-time post which will assist teaching principals to more effectively plan their release days for the benefit of the school.
849. Deputy Neale Richmond asked the Minister for Education when a school (details supplied) can expect temporary classrooms to move onto the permanent site; and if she will make a statement on the matter. [14386/21]
Amharc ar fhreagraIn relation to the school to which the Deputy refers, notification of decision to grant planning permission for interim accommodation on the site referred to was received from the relevant local authority on 19 February 2021. However, a third party appeal has been made to An Bord Pleanála and the Department is considering this matter.
The Department remains in contact with the school authority and it's Patron body.
850. Deputy Mark Ward asked the Minister for Education the options available to the parents of a child (details supplied). [14390/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
This year, over 20% of the total Education budget or €2bn will be invested in supporting children with special educational needs. As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
Notwithstanding the extent of the investment in special education and the supports which have been put in place, I am also very conscious that there are some parts of the country, including the area referenced, where increases in population and other issues have led to concerns regarding a shortage of school places.
I can assure the Deputy that the NCSE is acutely aware of these concerns and is continuing its engagement with schools, patron bodies, parents and other stakeholders to bring the required additional special education placements on stream.
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 and I want to reassure you that the delivery of the necessary additional provision is being progressed as an absolute priority.
I am advised that the specific case referenced by the Deputy has also been raised directly with NCSE who will arrange for a response as soon as possible.
851. Deputy Paul Kehoe asked the Minister for Education the status of a building project (details supplied) including the site and the new school building; and if she will make a statement on the matter. [14408/21]
Amharc ar fhreagraThe Deputy will be aware that a building project for the school in question is included on the Department's school building programme and a site has been acquired for this purpose.
The next step includes determining the accommodation brief for the project and my Department is engaging directly with the school authority in the context of information required to advance this process.
852. Deputy Peadar Tóibín asked the Minister for Education the details of the process through which her Department drafts and produces legislation; if her Department outsources the drafting of legislation; if so, the Bills for which the drafting was outsourced since she took office; and the costs associated with the drafting of each Bill. [14416/21]
Amharc ar fhreagraAs the Deputy may be aware, the drafting of Government legislation is the responsibility of the Office of the Parliamentary Counsel (OPC) to the Government. All Bills sponsored by my Department are drafted by the OPC.
The preparation of a general scheme of a Bill is a matter for the relevant section of my Department and this work is progressed by the Department, taking account of the policy and legal issues that may arise. When the general scheme of a Bill is has been approved by Government, the OPC commences drafting the Bill.
My Department avails of the services of the OPC in drafting legislation and does not engage legislative drafting expertise outside of those services.
853. Deputy Pat Buckley asked the Minister for Education the number of special needs secondary school places available in east County Cork for September 2021. [14446/21]
Amharc ar fhreagra854. Deputy Pat Buckley asked the Minister for Education the number of children in primary special schools in need of a secondary school place in September 2021 in east County Cork. [14447/21]
Amharc ar fhreagraI propose to take Questions Nos. 853 and 854 together.
Enabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. The Department of Education will spend approximately €2 Billion or over 20% of its total educational budget in 2021 on making additional provision for children with special educational needs this year.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
The majority of special schools cater for students up to the age of 18. However, in the event that students are transitioning from a special school to a post-primary school, such enrolment applications are a matter for each individual board of management and the NCSE does not hold such records.
The NCSE, through its local network of SENOs (Special Educational Needs Organisers), is available to provide advice and support to parents of students that are due to transition to post-primary on the possible placement options available to their child, including mainstream placement with appropriate support, special class placement and special school placement. Post-primary placements are supported with additional resources where required.
In relation to the availability of places generally, NCSE is planning a further expansion of special class and special school places, to meet identified need. This process is ongoing.
Currently there are 9 post-primary schools in the East Cork area with 18 special classes providing placements for almost 100 students. I understand NCSE is engaged in continuing consultation with post primary schools in the area to open additional special classes in September 2021.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. The NCSE provides a programme of teacher professional learning and in-school support to support schools in establishing special classes.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places. For September 2021, the NCSE is aware of a specific identified need for additional special school placements in Cork City and County and is working with my Department and the education partners towards meeting that need.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
NCSE is aware of those parents whose children will be seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work to identify any and all relevant suitable placements.
The NCSE's local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes is available at www.ncse.ie.
855. Deputy Mick Barry asked the Minister for Education if additional secondary school places and resources for special needs children leaving junior school will be made available in Cork city before September 2021 (details supplied). [14460/21]
Amharc ar fhreagraEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. The Department of Education will spend approximately €2 Billion or over 20% of its total educational budget in 2021 on making additional provision for children with special educational needs this year.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
The majority of special schools cater for students up to the age of 18. However, in the event that students are transitioning from a special school to a post-primary school, such enrolment applications are a matter for each individual board of management and the NCSE does not hold such records.
The NCSE, through its local network of SENOs (Special Educational Needs Organisers), is available to provide advice and support to parents of students that are due to transition to post-primary on the possible placement options available to their child, including mainstream placement with appropriate support, special class placement and special school placement. Post-primary placements are supported with additional resources where required.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. The NCSE provides a programme of teacher professional learning and in-school support to support schools in establishing special classes.
Notwithstanding the extent of this investment, I am acutely aware that there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places. For September 2021, the NCSE is aware of a specific identified need for special school placements in Cork City and County and is working with my Department and the education partners towards meeting that need. A number of options are currently being explored to increase the number of places to cater for the needs of children in this area. I can assure the Deputy that this is a priority for all concerned.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
NCSE is aware of those parents whose children are seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class and special school placement. The NCSE continues to work to identify any and all relevant suitable placements.
In circumstances, where no placement is available for a child with special educational needs, the Department can provide Home Tuition grant funding towards the provision of 20 hours home tuition per week as an interim measure until the NCSE confirms that a placement is available.
The NCSE's local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes is available at www.ncse.ie.
856. Deputy Mark Ward asked the Minister for Education the status of the provision of an ASD unit on the grounds of a school (details supplied); and if she will make a statement on the matter. [14473/21]
Amharc ar fhreagra857. Deputy Mark Ward asked the Minister for Education the status of the approval of the DDLETB for the rental of temporary accommodation of a SEN classroom base for a school (details supplied) from September 2021 for one year; and if she will make a statement on the matter. [14474/21]
Amharc ar fhreagraI propose to take Questions Nos. 856 and 857 together.
The school building project to which the Deputy refers has been approved funding under my Department's Additional Accommodation Scheme to enable the school to build a two-classroom SEN Base.
Furthermore, to meet the school's interim accommodation needs, rental for one temporary classroom was approved for Sept 2021 to meet incoming enrolments. The project has been devolved for delivery to Dublin and Dún Laoghaire ETB (DDLETB).
The main extension project was recently approved to go to the planning stage. Both projects are currently with DDLETB and responsibility for progressing the extension and the works in respect of the temporary accommodation rests with DDLETB.
