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Dáil Debates & Questions
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08 June 2011 Dáil Debates Parliamentary Questions
DÁIL DEBATES Deputy Seán Crowe (SF): asked the Minister for Education and Skills if his attention has been drawn to any difficulties or constraints being experienced by parents of children with special needs or behavioural problems accessing school places in view of the arbitrary date of 18 March for awarding special needs assistants. Deputy Ruairí Quinn (Minister for Education and Skills): The National Council for Special Education, NCSE, issued a circular to schools advising of the allocation process for the 2011-12 school year. A key feature of the scheme will be to provide for an annual allocation of special needs assistant, SNA, support to eligible schools. The NCSE asked schools to submit all applications for SNA support to it by 18 March 2011. It intends to inform schools of their annual SNA allocation as soon as possible. I am advised by the NCSE that it is not aware of any widespread difficulties being experienced by parents of children with special needs seeking to enrol children for the coming school year as a result of this measure. It further advises that in the event that any such issues arise they can be raised directly with the special educational needs organiser, SENO. Section 29 of the Education Act 1998 provides parents with an appeal process where a board of management of a school refuses to enrol a student. Deputy Seán Crowe (SF): When I raised a similar question with a Minister previously he indicated he would examine the matter. He states the National Council for Special Education has not encountered widespread difficulties in this regard. The difficulty faced by families is that they must go from one school to another. I have been contacted by the parents of three children with dyslexia who are trying to have their children enrolled in a particular school but the resources available to the school in question are creating a hurdle. The Minister previously clarified the position regarding the ratio of 9:1. I presume this will be used as a fall-back position. The system is making it increasingly difficult for families who must already jump through many hoops to access school places for children with special needs. It may be the autumn before a child enters the system and the appeals process also takes a long time. The Taoiseach indicated this morning that the House debate special educational needs. I presume the Minister would support such a debate. This aspect of education must be addressed. While I welcome the clarification provided by the Minister, is it possible to fast-track the application process for children with special needs? Deputy Ruairí Quinn: I will respond first in general terms before addressing specific cases if the Deputy so wishes. The number of special needs assistants in the system, which has been capped, stands at 10,575. Through the National Council for Special Education, we are trying to move to a system where each school has an allocation of special needs assistants and each principal will have a degree of discretion in allocating the SNA resource across a range of pupils. In the past, an individual SNA was attached to an individual pupil for a certain period. In response to many of the requests that have come back from educational providers themselves and boards of management, we are trying to get a certain degree of flexibility. It is in the early stages yet and they are looking at ways in which schools in a similar area could possibly share SNAs, from one school to a cluster of schools. There may be efficiencies and an effective redeployment of resources within that model. We will be guided by what is practical and what works on the ground, but that is where we are at the moment. We have to cap it at 10,575 but we want to ensure that we will get the best possible utilisation of that resource. Deputy Seán Crowe: I am aware of a number of teachers who have come in from a DÉIS area and I have already raised the issue of flexibility with the Minister. We are all seeking a fairer system in this regard but families are facing difficulties regardless because it will take a while to tweak or change the system. We must help those families around the current system, while sending a positive signal that it will improve for them. One principal I spoke to said that since 2009 some 21 children with autism have applied for places in his school. He said he wanted to take them in and it is part of the school’s mission statement to do so, but the big difficulty is a lack of resources. That is just an example of one school. People may ask how it is that there are so many children with special needs and whether some people are abusing the system but I do not believe so. The fact is that these matters are being identified a lot earlier now. I accept that it comes down to resources but if resources can be taken from other sections within the education system it would give these children and their families a chance. The last thing we want to see is families having to go to court to seek their legal entitlements. Deputy Ruairí Quinn: I would agree with the Deputy that the last thing parents of children with special needs want is to have that situation compounded by having to go through the courts. We are trying to find a system that will work within the limited resources we have and to maximise its efficiency.
PARLIAMENTARY QUESTIONS Deputy Jim Daly (FG): asked the Minister for Education and Skills if he has received correspondence from a school (details supplied) in Dublin 13 about funding to prevent the closure of the school, which provides excellent care for children with autism; Minister for Education and Skills (Deputy Ruairí Quinn): The Deputy is referring to a private ABA centre in Dublin 13. I can confirm that my Department has received a proposal for funding from the organisation that runs the centre in question. My Department will respond to the submitted proposal in the near future.Consideration of this proposal will take account of my Department’s policy in this regard, which is focused on ensuring that all children, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network. This facilitates access to individualised education programmes, fully qualified professional teachers who may draw from a range of autism-specific interventions, including ABA, special needs assistants, and the appropriate school curriculum with the option where possible of full/partial integration and interaction with other pupils. As each child with autism is unique it is important that children have access to a range of interventions so their broader needs can be met. My Department’s policy is to provide for children with special educational needs, including autism, to be included in mainstream schools unless such a placement would not be in their best interests or the interests of the children with whom they are to be educated. Some children may be supported in a special class attached to a mainstream 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. Students with special educational needs have access to a range of support services including additional teaching and/or care supports. In special schools and special classes, students are supported through lower pupil teacher ratios. Special needs assistants may also be recruited specifically where pupils with disabilities and significant care needs are enrolled.Reflective of the important role of continuing professional development, my Department has put in place a training programme for teachers in autism-specific interventions including Treatment and Education of Autistic Communication Handicapped Children (TEACCH), Picture Exchange Communications System (PECS) and Applied Behaviour Analysis (ABA) through the Special Education Support Service. The Deputy will be familiar with the ABA pilot scheme which was funded by my Department for the past decade. All of the centres which participated in this scheme have been granted recognition as special schools for children with autism. These schools will operate in line with my Department’s policy. I am pleased to update the Deputy that following their recognition the new schools are currently progressing well in the transitional phase. Twelve schools have opened and the remaining school is scheduled to open shortly. It is my intention to continue to support this transitional process. The pilot scheme was established in the absence of a network of school-based special classes for children with autism which is now available. The Deputy will be aware that the establishment of this network of autism-specific special classes in schools across the country to cater for children with autism has been a key educational priority in recent years. In excess of 430 classes have now been approved around the country at primary and post primary level, including many in special schools. Deputy Mary Lou McDonald (SF): asked the Minister for Health if he has received signed service level agreements from a group (details supplied); if not, the actions he will take against the group; when the group will make available its full financial statements, including the remuneration packages of the groups of directors, to the Government; if he deems the current remuneration package of the group chief executive appropriate in the context of the annual funding of the group from various State agencies using public moneys. Minister of State at the Department of Health (Deputy Kathleen Lynch): The Health Service Executive has reported that there is a valid signed Service Level Arrangement (Part 1 General Terms and Conditions and Part 2 Schedules) in place in all HSE areas for RehabCare for 2010. In relation to 2011, work is currently in progress to complete the 2011 Part 2 schedules. The situation regarding National Learning Network (NLN), another company in the Rehab Group, is not as advanced due to the capitation invoicing arrangements for payment that exists with NLN. The work involved in agreeing 2011 schedules is progressing well, with many HSE areas having already signed. Neither the Health Service Executive (HSE) or the Minister for Health, have a direct role in relation to the remuneration of the Directors or the Chief Executive Officer of the Rehab Group. However both my colleague, Minister Reilly and myself are concerned to ensure that the State receives value for money for all monies invested in public services on behalf of the tax payer. In this context, Minister Reilly wrote to the Chairperson of the Rehab Group on 20th May last and sought a report on the Chief Executive Officer’s remuneration package and a reply is awaited. In addition, as part of the Government’s Value for Money Reviews, a Review of the Efficiency and Effectiveness of Disability Services in Ireland is being undertaken in my Department. This in-depth review of Disability Services will assess how well current services for people with disabilities meet their objectives and support the future planning and development of services. Deputy Aengus Ó Snodaigh (SF): asked the Minister for Education and Skills if he has taken the responsibility from the Department of Jobs, Enterprise and Innovation to implement the proposals relating to the comprehensive employment strategy for people with disabilities; and in view of the fact that one of its key initiatives is to promote equal opportunities for that sector in the employment market, if he will agree to prioritise and implement this element without delay. Minister of State at the Department of Education and Skills (Deputy Ciarán Cannon): My Department is responsible for and is implementing the training and education components of the Comprehensive Employment Strategy for People with Disabilities with a view to giving them the skills to progress to further education, training or employment. Deputy Joe Carey (FG): asked the Minister for Education and Skills if he will specify the items covered for purchase by a school on behalf of pupils with special educational needs; if and when changes were made to the administration of such funding by the school building unit; Minister for Education and Skills (Deputy Ruairí Quinn): On approval of a special class my Department provides lump sum grant aid towards the purchase of educational aids and equipment for special needs pupils enrolled in that class. The funding is provided on a devolved basis and it is a matter for the school authority to decide on the items to be purchased.In addition, my Department historically provided grant aid towards the purchase of equipment for schools with approval for a multi-sensory room. In April of this year my Department reviewed this and introduced a fixed lump sum grant. This grant is now used to purchase equipment that will enable students to access, participate in, and benefit from their educational experiences. Deputy Bernard J. Durkan (FG): asked the Minister for Education and Skills the extent to which he expects children with special needs will continue to be facilitated throughout mainstream education in the wake of the provisions of budget 2011; the extent to which he hopes to retain special needs teachers at all schools throughout the country in 2011; the extent to which he expects special needs assistants to be retained in the current year; the current and expected position regarding the number of resource teachers required and available in the current year; the extent to which he expects special needs teachers in County Kildare to be retained in the current year; Minister for Education and Skills (Deputy Ruairí Quinn): The Deputy will be aware that it is necessary to ensure that educational services are delivered within the resources available due to the current fiscal position. 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 Special Needs Assistant (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. It also represents continual increases in the number of SNAs over recent years. 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 either a mainstream or special school, in accordance with Departmental criteria. The NCSE has issued a circular to all schools advising of the allocation process for the 2011/2012 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 18th March, 2011 and intend to inform schools of their annual SNA allocation as soon as possible, in advance of the coming school year. In respect of the allocation of Resource Teaching hours/posts, the total number of Whole time Equivalent (WTE) posts that are being provided for mainstream educational resource teaching/learning support (including under the General Allocation Model) for 2011 is approximately 9,950 WTE posts. By comparison approximately 9,600 WTE posts were provided for 2010. The Deputy will note that this is an increase in the number of WTE posts available for the previous year. Circular 37/2011 provides information to schools regarding the arrangements which are being put in place for the 2011/12 school year for the allocation of Resource Teaching hours for children with assessed special educational needs. Deputy Bernard J. Durkan (FG): asked the Minister for Education and Skills the degree to which he expects to be in a position to meet the requirements of children with special needs in mainstream education over the next four years, with particular reference to the provision of special needs assistants; Minister for Education and Skills (Deputy Ruairí Quinn): There has been no reduction in the overall number of Special Needs Assistants (SNAs). 10,575 posts are available which represents a significant increase in the numbers of SNAs over recent years. It is considered that with careful management and distribution of these resources that there should be sufficient posts to provide access to SNA support for all children requiring support. The National Council for Special Education (NCSE) has issued a circular to schools advising of the allocation process for the 2011/2012 school year. A key feature of the 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. The allocations for future years will be considered in the context of the estimates for those years.
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Inclusion
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