Uimhir: 58
To ask the Minister for Education and Science the number and location of schools that will be affected by the recently announced cutbacks to special needs classes; the number of children with special educational needs who are to be moved to mainstream classes; and if he will make a statement on the matter. -David Stanton.
For ORAL answer on Thursday, 26th February, 2009. Reference Number:, 7959/09
Freagra
Minister Batt O’Keeffe
There will be no pupil with a special educational need who will be without access to a special needs teacher as a result of my Department’s decision to apply the normal rules which govern the appointment and retention of teachers to special classes for pupils with a mild general learning disability.
The Deputies will be aware that all primary schools have been allocated additional teaching resources to enable them support pupils with high incidence special educational needs including mild general learning disability (MGLD). All primary schools were given these additional teaching resources under the General Allocation Model of learning support/resource teaching introduced in 2005. Schools can decide how best to use this allocation based on the needs of the pupils. Most pupils with a MGLD are included in ordinary classes with their peers and are supported by their class teacher. The curriculum is flexible so that teachers can cater for the needs of children of different abilities.
The Deputies will be aware that allocations to schools typically increase or decrease depending on pupil enrolment. In the case of classes for MGLD the normal pupil teacher ratio that applies is 11:1. My Department however allows for a small reduction in this number and permits schools to retain a teaching post where it has a minimum of 9 pupils in the class. In the case of 128 classes in 119 schools, the number of pupils dropped below this minimum. These schools therefore are no longer entitled to the teaching posts in these classes.
There are currently 534 pupils enrolled in these classes. It is not possible to give a precise cost of the posts concerned due to the varying salary costs of the teachers in question. However, it is estimated to be in the region of €6.8m.
In 2005 when the General Allocation Model was introduced, schools with additional teachers in classes for MGLD were allowed to retain the teachers for these classes. Effectively, these schools received a double allocation. The number of these special classes has decreased over the years and schools have integrated the children into age-appropriate mainstream classes.
All of the other primary schools in the country who do not have classes for children with MGLD cater for these pupils from within the General Allocation Model.
I have requested that information concerning the names and locations of the schools is forwarded to the Deputy.
Uimhir:47
To ask the Minister for Education and Science further to Parliamentary Question No. 104 of 21 May 2008, the number of additional educational psychologists recruited to implement the Education for Persons with Special Educational Needs Act 2004; the number of educational psychologists employed by his Department each year since 2004 to date in 2008 respectively; the conclusions of his Department’s review of the scheme for commissioning private assessments; and if he will make a statement on the matter. – David Stanton.
For ORAL answer on Thursday, 3rd July, 2008.
Reference Number: 26310/08
Freagra
Minister for Education and Science (Batt O’Keeffe, T.D.)
As the Deputy will be aware all primary and post-primary schools have access to psychological assessments either directly through the National Educational Psychological Service (NEPS) or through the Scheme for Commissioning Psychological Assessments (SCPA). Schools that do not currently have NEPS psychologists assigned to them may avail of the SCPA, whereby the school can have an assessment carried out by a member of the panel of private psychologists approved and paid for by NEPS.
I can inform the Deputy that the number of educational psychologists employed by my Department for each year from 2004 to 2008 is as follows:
2004 – 128,
2005 – 123,
2006 – 127,
2007 – 138.
The figure currently stands at 137.
In the current year under the terms of the T 2016 agreement my Department is committed to the expansion of psychologist numbers in the NEPS service to 169 and again in 2009 to 200. In this connection and following a national recruitment competition organised by the Public Appointments Service, a panel of suitable candidates has been has been formed. Currently some 33 panellists have been offered specific appointments within the NEPS regional structure, some 30 have accepted the post offered and of these 13 have passed through the requisite Garda vetting process and are finalising arrangements with my Department’s Personnel Section. This process will continue until the available posts are filled.
It is envisaged in this regard that the new recruits will be in place by the commencement of the new academic year in the order of the commitment as outlined above. Additionally it is envisaged that the undertaking in respect of 2009, a further 31 posts, panellists will be processed through this system to commence employment in the service early in the new calendar year.
Further expansion or reorganisation of the service, including the SCPA (Scheme for Commissioning Psychological Assessments) is being considered in the wider context of my Departments response to the full implementation of the EPSEN Act. In this regard my Department is now at an advanced stage in finalising proposals to facilitate implementation of the remaining sections of the Act, including the provisions in respect of assessment and individual education plans (IEPs). The time taken to finalise proposals reflects the complexities involved, the need for consultation across the wide range of people and sectors involved, the need to align with the requirements of the Disability Act, 2005 and define how the Health Service Executive (HSE) and NCSE will work together under both acts.
My Department’s priority is to ensure that the necessary training, guidance and supports are in place to facilitate the commencement of the remaining sections of the Act. It must also be acknowledged that, during this necessary period of preparation and planning for the roll-out of the EPSEN Act, my Department continues to expand capacity and services for students with special educational needs across the schools network through the work of the National Council for Special Education.
Uimhir:104
To ask the Minister for Education and Science further to Parliamentary Question No’s 62 and 63 of 13 November 2007, when the Special Education Appeals Board will be operational; if he has concluded developing proposals for the implementation of the Education for Persons with Special Educational Needs Act 2004; when he expects the Act to be implemented in full; and if he will make a statement on the matter. – David Stanton.
For ORAL answer on Wednesday, 21st May, 2008.
Reference Number: 19971/08
Freagra
Minister for Education and Science (Batt O’Keeffe, T.D.)
As the Deputy will be aware, a number of sections of the Education for Persons with Special Educational Needs (EPSEN) Act, 2004 have been commenced, principally those establishing the National Council for Special Education (NCSE) and those promoting an inclusive approach to the education of children with special needs. Specifically, the following sections have been commenced- 1, 2, 14(1)(a), 14(1)(c), 14(2) to 14(4), 19 to 37, 40 to 53.
The Special Education Appeals Board (SEAB) was established in April 2007, under section 36 of the EPSEN Act 2004, to hear and determine appeals pursuant to a number of sections of the Act. The Board comprises a Chairperson and two ordinary members, each of whom have a special interest in, or knowledge of, education and in particular the education of persons with special educational needs. The Board is continuing to identify the resources and processes it will need to put in place to ensure that it will be ready to fulfil its role once the relevant sections of the Act are commenced. As part of the associated extensive research process the board is being supported by a research consultancy group.
When the Education for Persons with Special Educational Needs Act, 2004 was enacted it was recognised that implementation would require a considerable change agenda, in order to further develop and support inclusive schools as the cornerstone of special education needs provision.
The National Council for Special Education was required under the Act to make a report on the implementation of the Act. Following consideration of the issues raised in the Council’s implementation plan, and the consultations to date with the Education Partners, it is envisaged that the five year timeframe to 2010 acknowledged in the legislation is the appropriate period in which to implement the provisions of the Act in full.
My Department is now at an advanced stage in finalising proposals on this basis to facilitate implementation of the remaining sections, including the provisions in respect of assessment and individual education plans (IEP). The time taken to finalise proposals reflects the complexities involved, the need for consultation across the wide range of people and sectors involved, the need to align with the requirements of the Disability Act, 2005 and define how the Health Service Executive (HSE) and NCSE will work together under both acts.
A Cross-Sectoral Team, comprising representatives from my Department, the Department of Health and Children, the NCSE and the HSE, is currently developing operational protocols to outline how the two sectors will interact in accordance with the legislative framework. All parties are approaching this work with a view to determining how the assessment of need and education/health planning process can be aligned in the best interests of people with disabilities and their families. It is envisaged that these protocols will be finalised shortly.
As the EPSEN Act does not provide for phased commencement by age cohort the education sector must be in a position to provide the required services to all children before the relevant provisions are commenced. My Department’s priority, therefore, is to ensure that the necessary training, guidance and supports are in place to facilitate the commencement of the remaining sections of the Act.
In parallel with these processes, my Department has also advanced a number of
areas relevant to the implementation of EPSEN:
• Proposals for pre-school services developed
• Establishment of the Standards Body
• Recruitment of additional staff for the Council and staffing review of the NCSE
• Appointment of Chairperson and members to the Special Education Appeals Board
• Recruitment of educational psychologists
• Review of the scheme for commissioning private assessments
• Publication of agreed standards for assessment
• Contributing to assessments under the Disability Act
It must also be acknowledged that, during this necessary period of preparation and planning for the roll-out of the EPSEN Act, my Department continues to expand capacity and services for students with special educational needs across the schools network through the work of the National Council for Special Education.
Uimhir:449
To ask the Minister for Education and Science further to Parliamentary Question Nos. 62 and 63 of 13 November 2007, the progress the National Council for Special Education has made in the compilation of data in relation to the number of children with special educational needs in schools and the number of children who have been allocated resources; the details of their findings; and if he will make a statement on the matter. – David Stanton.
* For WRITTEN answer on Tuesday, 20th May, 2008.
Reference Number: 19940/08
Freagra
Minister for Education and Science (Batt O’Keeffe, T.D.)As the Deputy will be aware, The National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating resource teachers and special needs assistants to schools to support children with special needs. The NCSE also has a research function and part of this remit is to advise my Department on policy matters upon undertaking appropriate research and analysis.
My officials have been in contact with the National Council for Special Education (NCSE) regarding the compilation of data in relation to the number of children with special educational needs in schools and the number of children who have been allocated resources and have been advised that the work in compiling this data is ongoing. The NCSE hope to have this work completed by the end of the year.
Uimhir:285, * For WRITTEN answer on Wednesday, 6th February, 2008.
To ask the Minister for Education and Science if her Department funds or organises speech therapy for children with disabilities including those with Downs Syndrome in primary and second level schools; and if she will make a statement on the matter.- David Stanton.
Freagra
Minister for Education and Science (Mary Hanafin, T.D.)
My Department does not fund or organise speech therapy for children with disabilities within the school system.
As the Deputy will be aware, the provision of therapy services, including speech therapy for people with disabilities, is a matter for the Health Services Executive (HSE) and funding is provided to the HSE for such purposes.
Uimhir:1073, * For WRITTEN answer on Wednesday, 30th January, 2008.
To ask the Minister for Education and Science the budget available for each year since 2002 respectively under the equipment for use by students with disabilities in second level schools with a list of the equipment covered by the scheme; the amount expended under this scheme for each year since 2002 respectively; and if she will make a statement on the matter. – David Stanton.
Freagra
Minister for Education and Science (Mary Hanafin, T.D.)
My Department provides for a scheme of grants towards the purchase of equipment for the use of students in second-level schools who have been diagnosed as having serious physical and/or communicative disabilities of a degree which makes ordinary communication through speech and/or writing impossible for them.
The purpose of the grant-aid is to provide the students in question with equipment of direct educational benefit to them. Examples of such equipment include laptop computers, desktop computers, word processors, tape recorders, software, tapes, braillers, audiology equipment etc.
Following the establishment of the National Council for Special Education (NCSE), all applications for assistive technology are submitted by school management to the Special Educational Needs Organiser (SENO) with assigned responsibility for the school. The SENO examines applications and makes a recommendation to my Department.
The annual amount expended on equipment for students with disabilities in second-level schools since 2002 is as follows:
- 2002 – €474,127.99
- 2003 – €469,810.71
- 2004 – €385,224.46
- 2005 – €406,171.30
- 2006 – €501,075.36
- 2007 – €542,967.83
Uimhir:1075* For WRITTEN answer on Wednesday, 30th January, 2008.
To ask the Minister for Education and Science if her Department has begun a value for money and policy review of special needs provision in schools with details of the terms of reference of this review; if not, when she expects this review to begin; when the review is expected to be completed; and if she will make a statement on the matter. – David Stanton.
Freagra
Minister for Education and Science (Mary Hanafin, T.D.)
I wish to advise the Deputy that my Department has recently commenced a value for money and policy review of the special needs assistant scheme. The terms of reference are currently being considered and are expected to be finalised shortly. I will arrange for a copy of the agreed terms of reference to be sent to the Deputy in due course. It is expected that the review will be completed during 2009.