Ms Roisin Doherty:

We are looking at it from a systems perspective but critical to that is ensuring there is a commitment at a high strategic level. I am delighted that there is an inclusion goal in both the Department's strategy and the FET strategy because that allows for resources to be dedicated to it. Without having that at that strategic level it would not get achieved quite as well. The question is what we have done or are trying to do to make it more inclusive. That was a recommendation of the NDA's report with the OECD, to make sure the system is more inclusive. We have taken a number of measures such as implementing universal design across the entire system. We have funded a number of organisations to support us in that regard which have that expertise. We also had an interdepartmental, cross-community and cross-sector committee to help us and guide us in that approach. We now have that embedded in the system through our funding systems and significant numbers of practitioners have been trained in the universal design digital badge. We are working with UCD and the Association for Higher Education Access and Disability, AHEAD, this year to put in place a digital badge for learner support.

What Mr. McGrath was saying is that we ultimately need to move a system where everybody feels they belong. The one barrier to participation is when people feel it is not their place and do not fit in but if they feel they fit in they will thrive. It is about that ethos. As Mr. McGrath said, significant developments have been made in that area. The fund for students with disabilities is now €4 million and the learner support general allocation is €6 million. That is integrating the universal design approach for engagement with learning representation and that model of learning. The mitigating education disadvantage fund will roll out this year as well.

We also fund other organisations to help the system become more inclusive. This year we are working with Down Syndrome Ireland because we have identified that certain priority cohorts are over-represented in some of our programmes, such as the literacy programmes. People are participating in those programmes for ten years to maintain their skill. We are trying to break that cycle and put in the supports at an earlier stage, such as when people are transitioning from school. We have six programmes rolling out in a number of counties, funded by ETBs, with regard to Down Syndrome Ireland. We are delighted to work on that. We also work with Dyslexia Association of Ireland and make sure supports are available for further education. The Trinity College intellectual disabilities programme has been successful in demonstrating that there is progression.

I know the focus of today's meeting today's focus is employment but a factor that has come to our attention over the last number of years is the fact that one in every two people is blocked from participation due to a lack of digital skills, numeracy and literacy. We have a new ten-year adult literacy, numeracy and digital literacy strategy, which will ensure those who are locked out of any participation can now progress, have full participation and become more familiar with literacy, numeracy and digital skills. It is not just about that but about access to digital assistive technology that will help as well.