03 May 2011

Dáil Debates

• Order of Business: Disability Strategy

Parliamentary Questions

• Training for people with disabilities
• Employment Strategy for people with Disabilities
• Procedures in place to assist a child moving from a special needs school to a mainstream school
• Funding to each local authority under the disabled persons grant scheme in 2010 and 2011
• Speech and Language provision in mainstream schools
• Number of children on the waiting list for speech and language therapists by area and the average waiting time
• Number of speech and language therapists currently in the system
• Access to early intervention services for children with Down syndrome
• If disabled driver qualification criteria will be widened to include passengers with Down Syndrome
• SNA and Resource teacher hours same as 2010/2011
• More cuts to teachers and SNAs
• Review of SNA cuts
• SNAs in Louth from 2007 to 2010

DÁIL DEBATES

• Order of Business: Disability Strategy

Deputy Simon Harris (FG): In the programme for Government there is a welcome commitment to publishing a realistic implementation plan for the national disability strategy. The programme also mentions the importance of having whole Government involvement and widespread consultation. With this in mind, will the Taoiseach consider providing time in the House for a debate on the national disability strategy in order that Members on all sides can express their views on how best to proceed with it?

The Taoiseach: I will. The Minister of State, Deputy Kathleen Lynch, is taking the matter seriously. It is a question of having sufficient time for a real debate on the issues involved. The Government Chief Whip will raise the matter at the Whips’ meeting.

PARLIAMENTARY QUESTIONS

• Training for people with disabilities

Deputy Paschal Donohoe (FG): asked the Minister for Education and Skills    if the rehabilitation and training services for persons with disabilities is still available;

Minister for Education and Skills (Deputy Ruairí Quinn):While people with disabilities are encouraged to avail of FÁS mainline training, in situations where clients require more intensive support FÁS contracts with 22 specialist training providers across the country, including the National Learning Network, to deliver vocational training to people with disabilities. There are currently 2,131 training places available through specialist training providers. FÁS has a total budget of €55 million in 2011 for all specialist training provider services for people with disabilities. Rehabilitative training programmes for people with disabilities are foundation level programmes which are not directly linked to the labour market. Such programmes are designed to equip participants with the basic personal, social and work related skills that will enable them to progress to greater levels of independence and integration in the community. The programmes are administered by the Health Service Executive and are delivered by the HSE itself or by non-statutory disability service providers on its behalf.

• Employment Strategy for people with Disabilities

Deputy Aengus Ó Snodaigh (SF): asked the Minister for Education and Skills the progress made towards developing a comprehensive employment strategy for persons with disabilities and the likely publication date.

Minister for Education and Skills (Deputy Ruairí Quinn): Under the sectoral plan of the former Department of Enterprise, Trade and Employment, an outline for a comprehensive employment strategy for people with disabilities has been advanced in discussions with other Departments and stakeholder representatives. The further development of this strategy is the subject of ongoing discussions in a cross-sectoral group comprising relevant Departments and State agencies. The sectoral plan did not contain a commitment to publish a comprehensive employment strategy. The objective of the strategy is the provision of a continuum of supports to employment that is comprehensive across the full range and spectrum of disabilities. Its aim is to address the diversity of circumstances, needs and abilities of people with disabilities, and to enhance the operation and effectiveness of the range of FÁS supports and services for facilitating increased participation of this cohort in the labour market.

• Procedures in place to assist a child moving from a special needs school to a mainstream school

Deputy Simon Harris (FG): asked the Minister for Education and Skills the procedures in place to assist a child moving from a special needs school to a mainstream school; if there are obligations in place to ensure that such a child is provided with a place in a mainstream school;

Minister for Education and Skills (Deputy Ruairí Quinn):  I wish to advise the Deputy that the enrolment of a child in a school is a matter in the first instance for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools.

My Department’s policy is to promote the principle of inclusive education as envisaged in Section 2 of the Education for Persons with Special Educational Needs, Act 2004. The Department, either directly or through the National Council for Special Education (NCSE), provides for a range of supports in schools to enable them cater for students with special educational needs which includes additional teachers, Special Needs Assistants (SNAs) and specialist equipment. The precise model of provision made will depend on the pupil’s assessed disability. A key priority for my Department is to facilitate the maximum possible inclusion of students with special educational needs while always allowing for individuals for whom inclusion with mainstream peers may not be in their best interests or the interests of children with whom the child is to be educated.

Some students are capable of attending ordinary classes on an integrated basis with additional teaching and/or SNA support. In other cases, a more appropriate response for pupils may be to attend special dedicated classes within the school. These students have the option, where appropriate, of full/partial integration and interaction with other pupils. Other children may have such complex needs that they are best placed in a special school. Special classes and Special Schools are dedicated to a particular disability group and operate at reduced pupil teacher ratios ranging from 6:1 to 11:1. The National Council for Special Education (NCSE) is responsible for the provision of a range of educational services at local and national level for students with special educational needs. In particular, its network of Special Education Needs Organisers (SENOs) co-ordinates special needs education provision at local level and arranges for the delivery of special educational services. Each SENO works in an assigned local area with parents, schools, teachers, psychologists, health professionals and other staff who are involved in the provision of services in that area for children with special educational needs. They act as single points of contact for parents of students with special educational needs. Another specific function of the SENO is to identify appropriate educational placements for children with special educational needs. All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child’s special educational needs, using the contact details available on www.ncse.ie.

• Funding to each local authority under the disabled persons grant scheme in 2010 and 2011

Deputy Ciarán Lynch (L): asked the Minister for the Environment, Community and Local Government the funding allocated to each local authority under the disabled persons grant scheme in 2010 and 2011;

Minister of State at the Department of the Environment, Community and Local Government (Deputy Willie Penrose):  The Housing Adaptation Grant Schemes for Older People and People with a Disability, introduced in November 2007, are funded by 80% recoupment available from my Department together with a 20% contribution from the resources of the local authority. It is a matter for local authorities to decide on the specific level of funding to be directed to each of the various grant measures from within the allocations notified to them by my Department and to manage the operation of the schemes.

Details of the Exchequer funding provided to local authorities for these schemes in 2010 and the total allocations from Exchequer and local authority sources for 2011 are set out in the table below.

• Speech and Language provision in mainstream schools

Deputy Mary Mitchell O’Connor (FG): asked the Minister for Health and Children if he will ensure that a service of speech and language therapy will be provided for children with autism when they attend mainstream primary schools to bring them in line with the service children with autism receive when they attend special schools.

Minister for Health and Children (Deputy James Reilly):  Specialist Disability services are provided to enable each individual with a disability to achieve his or her full potential and maximise independence, including living as independently as possible. Services are provided in a variety of community and residential settings in partnership with service users, their families and carers and a range of statutory, non-statutory, voluntary and community groups. Services have been developed by individual service providers or former Health Boards over time and reflect the individual experience and expertise of providers in meeting local needs. This has led to variations in the way services are configured at the local level and, in relation to the provision of therapy supports for children with disabilities, the Health Service Executive (HSE) has recognised the need to enhance the level of consistency and standardisation in the way both early intervention services and services for school-aged children with disabilities are delivered. The reconfiguration of existing therapy resources to geographic based teams for children (0-18 years) has been identified as a priority and is a ‘Key Result Area’ in the Executive’s National Service Plan 2011. National, regional and local level structures are being put in place to progress this initiative, which will have a positive impact on the provision of clinical services for children with disabilities, including those with autism.

• Number of children on the waiting list for speech and language therapists by area and the average waiting time

Deputy Richard Boyd Barrett (PBPA): asked the Minister for Health and Children the number of children on the waiting list for speech and language therapists by area and the average waiting time for same.

Minister for Health and Children (Deputy James Reilly):  As the Deputy’s question relates to service matters I have arranged for the question to be referred to the Health Service Executive for direct reply to the Deputy.

• Number of speech and language therapists currently in the system

Deputy Richard Boyd Barrett (PBPA): asked the Minister for Health and Children the number of speech and language therapists currently in the system and the way this compares with numbers prior to the previous Government’s moratorium on recruitment.

Minister for Health and Children (Deputy James Reilly):  The current Employment Control Framework for the Health Sector 2011-2014 provides exemptions for a number of specific grades, including speech and language therapists, from the general moratorium on recruitment and promotion. The previous Employment Control Framework also contained similar exemptions from the moratorium which was introduced in March 2009. The current Framework provides for vacant speech and language therapist posts to be filled. In addition, it also provides for the creation of a combined total of 380 speech & language therapist, physiotherapist and occupational therapist posts, in addition to the December 2009 level for these grades. The numbers (WTE excld. career break) of speech and language therapists employed in the public health service from December 2008 to March 2011 (latest data) are as set out in the following table.

• Access to early intervention services for children with Down syndrome

Deputy Brian Walsh (FG): asked the Minister for Health and Children if he will classify Down Syndrome as a disability in respect of all children with the condition in order to facilitate access to early intervention services;

Minister for Health and Children (Deputy James Reilly):  Children with Down’s Syndrome are generally classified as having an intellectual disability. The majority of children and adults within the mild level of intellectual disability who have support needs can be effectively supported within generic or mainstream child and adult health services. A proportion representing those with assessed need for specialist services are referred to intellectual disability services.

Specialist Intellectual disability services are primarily targeted towards people with moderate, severe and profound levels of intellectual disability. However, some people with mild intellectual disability have specialist needs that will require specialist service supports. Decisions regarding the provision of services are not based simply on a person’s level of intellectual disability; best practice in the HSE is to assess each individual case and make the best decisions in relation to that case.

• If disabled driver qualification criteria will be widened to include passengers with Down Syndrome

Deputy Brendan Griffin (FG): asked the Minister for Transport, Tourism and Sport if disabled driver qualification criteria will be widened to include passengers with Down Syndrome;

Minister for Transport, Tourism and Sport (Deputy Leo Varadkar):  New regulations for eligibility for the Disabled Parking Scheme will come into force on 1 June. The changes to the Scheme arise from a review of the Scheme published by my Department last year. This review was conducted by my Department in consultation with the two organisations which operate the Scheme, the Disabled Drivers Association of Ireland and the Irish Wheelchair Association. The review found that the numbers of parking permits issued and applications being received by the issuing authorities have increased substantially in recent years. With over 80,000 parking permits issued, the imbalance between numbers of permit holders and available parking bays has steadily deteriorated, with severe consequences for seriously mobility impaired permit holders who regularly cannot access appropriate parking bays and are, accordingly, prevented from accessing services. In consequence, the review recommended a change to the criteria for eligibility for the Scheme to shift the focus from eligibility based on a given medical condition to eligibility based on degree of mobility impairment. Permits will in future be available only to people whose condition severely restricts their mobility. This means that in future the Scheme will benefit more those for whom it was originally designed. In cases where passengers with Down Syndrome have severe mobility impairments they will of course be eligible for a permit under the revised rules.

• SNA and Resource teacher hours same as 2010/2011

Deputy Ciarán Lynch (L): asked the Minister for Education and Skills if he will confirm that special needs assistants and resource teaching hours will not be reduced and will be available to schools commensurate with the requirement for 2010/11; if the request submitted by a school (details supplied) in County Cork for special needs assistant and resource teaching hours will be granted;

Minister for Education and Skills (Deputy Ruairí Quinn):  I wish to advise the Deputy that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating resource teachers and SNAs to schools to support children with special educational needs. The NCSE operates within my Department’s criteria in allocating such support. This includes a requirement for the NCSE to have regard to an overall cap on the number of SNA posts. This number is 10,575 whole-time equivalent posts. This is a significant number of posts and unlike other areas of the public sector vacancies are being filled up to this number. It also represents continual increases in the number of SNAs over recent years. For example, there were 10,543 whole-time equivalent SNA posts in place at the end of 2010 and 10,342 at the end of 2009. It is considered that with equitable and careful management and distribution of these resources, there should be sufficient posts to provide access to SNA support for all children who require such care support to attend school, in accordance with departmental criteria. The NCSE has issued a circular to all schools advising of the allocation process for the 2011-12 school year. A key feature of the amended scheme will be to provide for an annual allocation of Special Needs Assistant support to eligible schools. The NCSE asked schools to submit all applications for SNA support to them by 18 March 2011 and intends to inform schools of their annual SNA allocation as soon as possible, in advance of the coming school year. My Department and I will be glad to consider any suggestions from school management or parent representative organisations as to how the allocation of SNA resources can best be managed within the context of the overall limit on SNA numbers established. In this regard I am committed to making whatever improvements are possible to the resource allocation system.

In respect of the allocation of resource teaching hours, the Department of Education and Skills is required to ensure that the overall allocation of teaching posts does not exceed the targets set out in the Government’s employment control framework. The Department had planned for a certain amount of increased growth in teacher numbers across the school sector in 2011, in line with increased demographic growth. In respect of resource teaching hours for children with special educational needs, allowance was made for growth in 2011 over and above normal demographic increase levels. In 2010, the total number of whole-time equivalent posts provided for resource hours teaching, including under the general allocation model, was approximately 9,600 whole-time equivalent posts. By comparison, approximately 9,950 whole-time equivalent posts are provided for 2011. There has therefore not been a reduction in the overall number of resource hours or posts being provided for in 2011. The Department of Education and Skills asked the National Council for Special Education (NCSE) to provide data on the numbers and rate of application for additional resource teaching hours to date this year so that this information can be considered in the context of the Department’s employment control framework obligations. The NCSE has also been asked to pause sanctioning additional resource teaching support hours to allow for collection and consideration of this data by the Department, in conjunction with the NCSE. This is a temporary suspension of the allocation process in order to allow for consideration and analysis of this issue prior to any decisions being made. The NCSE has issued a circular to schools advising them that the final date for schools to submit any outstanding completed applications for resource teaching supports is 13 May 2011. On receipt of all outstanding applications, the Department and the NCSE will be in a position to consider resource allocation for the coming school year, in the context of the Department’s employment control framework obligations. Schools will be notified of their allocations as soon as possible. In the interim, children who are eligible for resource or learning support teaching can receive this tuition through the existing learning support provision in schools, either though the general allocation model or existing learning support provision.

• More cuts to teachers and SNAs

Deputy Richard Boyd Barrett (PBPA): asked the Minister for Education and Skills if any other communication has been made to individual schools as to the withdrawal of other teaching staff and or special needs assistants as a result of budget measures and if so, the number of posts in both categories being withdrawn.

Minister for Education and Skills (Deputy Ruairí Quinn):  The budget measures set out the detail of the reduction in teacher numbers and the revised arrangements for special needs assistants. These changes are effective from September 2011. Given the financial constraints in which this country finds itself, it is not possible to reverse these changes. My Department has advised schools through circulars of the changes and where applicable, schools have also been contacted directly. The National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers for allocating resource teachers and SNAs to schools to support children with special educational needs. The NCSE operates within my Department’s criteria in allocating such support, which now includes a requirement for the NCSE to have regard to an overall cap on the number of SNA posts. This number is 10,575 whole-time equivalent posts. This is a significant number of posts and unlike other areas of the public sector vacancies are being filled up to this number. It also represents continual increases in the number of SNAs over recent years. For example, there were 10,543 whole-time equivalent SNA posts in place at the end of 2010 and 10,342 at the end of 2009. It is important to understand that SNA allocations are not permanent. The level of SNA support allocated to a school increases or decreases as pupils who qualify for SNA support enrol or leave a school. They also decrease when a child’s care needs diminish over time. The recruitment and deployment of SNAs within schools are matters for the individual principal or board of management. The board is the SNA’s employer and the terms of employment are subject to the conditions of the contract of employment.

• Review of SNA cuts

Deputy Noel Harrington (FG): asked the Minister for Education and Skills    if he will carry out a comprehensive review of the reduction of staff numbers involved as special needs assistants; his views on the expected numbers involved in the coming years;

Minister for Education and Skills (Deputy Ruairí Quinn):  I wish to advise the Deputy that, as opposed to there having been a reduction in the number of Special Needs Assistants (SNAs), there has been a continual increase in the number of SNAs in recent years. For example, there were 10,543 Whole Time Equivalent (WTE) SNA posts in place at the end of 2010 and 10,342 at the end of 2009.

I intend to prioritise and support special educational services. However, I cannot re-visit the previous Government’s decision to place a cap on the number of posts available under the SNA scheme. This number is 10,575 whole time equivalent (WTE) posts. This is a significant number of posts and unlike other areas of the public sector vacancies are being filled up to this number. The National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating resource teachers and SNAs to schools to support children with special educational needs. The NCSE operates within my Department’s criteria in allocating such support, which now includes a requirement for the NCSE to have regard to an overall cap on the number of SNA posts. It is considered that with equitable and careful management and distribution of these resources that there should be sufficient posts to provide access to SNA support for all children who require such care support to attend school, in accordance with Departmental criteria. The NCSE recently issued a circular to all schools advising of the SNA allocation process for the 2011/2012 school year. A key feature of the amended scheme will be to provide for an annual allocation of SNA support to eligible schools. The NCSE asked schools to submit all applications for SNA support to them by 18th March, 2011 and intend to inform schools of their annual SNA allocation as soon as possible, in advance of the coming school year.

My Department and I will be glad to consider any suggestions from school management or parent representative organisations as to how the allocation of SNA resources can best be managed within the context of the overall limit on SNA numbers established. In this regard I am committed to making whatever improvements are possible to the resource allocation system.

• SNAs in Louth from 2007 to 2010

Deputy Gerry Adams(SF): asked the Minister for Education and Skills the total number of special needs assistants employed in County Louth and in east Meath in 2007, 2008, 2009 and 2010.

Minister for Education and Skills (Deputy Ruairí Quinn):  The information requested by the Deputy on the number of special needs assistants employed in County Louth and East Meath on the dates specified is not readily available. The number of Special Needs Assistants employed nationally from 2007 to 2010 is available in the following document. The details for each year are the December figures for the year in question. The primary schools information is inclusive of the special schools details.  The Deputy will be aware that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating special needs resources to schools to support children with special educational needs. The NCSE operates within my Department’s criteria in allocating such support. The NCSE will continue to support schools, parents, children and teachers and special needs assistants will continue to be deployed to schools to meet children’s needs in line with my Department’s policy.

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