Dáil debates

Tuesday, 3 December 2013

Topical Issue Debate

Services for People with Disabilities

5:05 pm

Photo of Ciarán CannonCiarán Cannon (Galway East, Fine Gael) | Oireachtas source

In responding to Deputy Mitchell O'Connor's question I will outline the measures being adopted by the Department in addressing what she quite rightly describes as the digital divide. It is also important to note the very important work being done by the Minister for Communications, Energy and Natural Resources, Deputy Rabbitte, in rolling out the national digital strategy and the serious ambition on his part to provide a minimum of 30 Mb broadband connection to every community in the country. This is something I applaud and am confident will become a reality in the lifetime of the Government.

The ICT in schools programme supports the integration of ICT in teaching and learning in primary and post-primary schools. Centres for adults with intellectual or other disabilities do not fall within the immediate remit of Department of Education and Skills. Wireless networks have the potential to deliver educational benefits to support teaching and learning in a number of ways in our schools. It can help to facilitate classroom situations which are more supportive of a student-centred active learning model.

Facilitated by the 100 Mb fast broadband programme for post-primary schools, there is a significant shift in terms of ICT, where computing devices being introduced by schools for learning are increasingly mobile wireless devices and not fixed or desktop computers. At the launch of the consultation phase of the Department's digital education strategy yesterday a number of excellent examples were outlined by school principals where wireless technology is playing a major role in the provision of learning in schools throughout the country.

In October 2012 a working group on wireless ICT in post-primary schools was set up in the Department with a remit to develop a guidance document for wireless ICT systems in new schools. Its priority was to focus on post-primary schools initially arid then primary schools, to include special schools. The remit further expanded to developing a more comprehensive guidance document with enhanced guidance for all schools. The guidance document provides advice and direction regarding wireless networks in post-primary schools in Ireland, including on infrastructure, design, procurement, management, technical support and pedagogical guidance on wireless systems. The target audience includes school principals and management, ICT co-ordinating teachers, boards of management, design teams and other parties involved in the planning, provision and support of wireless in schools. The document includes non-technical and technical sections and will be published in the very near future. Work has commenced on the development of an advice document for primary schools.

At present in the case of a post-primary building project, such as a new school or an extension to an existing school, the school is given the option to have wireless installed, and the network will be provided as part of the building contract. Wireless is the preferred option of the Department of Education and Skills but ultimately the decision is made by the school itself. In the case of an existing school where no building project is being undertaken, the installation of wireless is an operational matter for the board of management of the school. Funding for the installation is provided by the schools themselves. It is of utmost importance that consultation should take place prior to the decision being made. The cost and other implications must be fully considered by the boards of management.

The assistive technology scheme provides funding to schools towards the purchase of equipment for pupils who have been assessed as having a special educational need which requires specialist equipment to access the curriculum. I have seen at first hand the power of the equipment and the software one can access. It certainly empowers students with special needs to learn in the very unique way required as a result of their needs. Grant aid is available for this specialist equipment. It is pupil-specific, as it should be, and is based on the pupil's needs as determined by an associated professional. There is no upper limit to grant aiding this assistive technology.

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