Written answers

Tuesday, 20 April 2010

Department of Justice, Equality and Law Reform

Prison Education Service

9:00 pm

Photo of Aengus Ó SnodaighAengus Ó Snodaigh (Dublin South Central, Sinn Fein)
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Question 577: To ask the Minister for Justice, Equality and Law Reform the measures taken to enact the recommendations of the 2002 Survey of the Level of Learning Disability among the prison population here; and if he will make a statement on the matter. [15309/10]

Photo of Dermot AhernDermot Ahern (Louth, Fianna Fail)
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As indicated in 2003 when this report was published, there are strong reservations about interpreting the main finding of the study as suggesting that over 28% of the prisoner population in the country have a mental handicap. Any such suggestion is strongly disputed by people who work with prisoners in a professional capacity on a daily basis and there is a reasonable basis for argument that this unexpectedly high figure could be accounted for by measurement of factors attributable to educational deficit and social disadvantage, rather than learning disability per se. The authors of the report recommended that a number of priority steps be taken in relation to prisoners with learning disability. These recommendations fall into three main categories: (i) psychological assessment of prisoners identified as having a learning disability, (ii) provision of training for personnel on needs and supports for people with learning disability and (iii) development of appropriate educational programmes in prisons designed to address the needs and learning characteristics of prisoners with learning disability. In this context I am informed by the Director General of the Irish Prison Service that, at present, the routine medical, probation and education assessments at committal result in prisoners with learning disability coming to notice early in their time in custody. Such prisoners are provided with a range of supports appropriate to their circumstances, including, as required, referral for psychological assessment and special arrangements within education units and workshops. Such prisoners may also be referred to the Prison Psychology Service for assistance in coping with their incarceration and in dealing with their offending behaviour. As necessary, on a case by case basis, the Psychology Service, in conjunction with the Probation Service, makes contact with community-based services in supporting the reintegration of offenders back into the community. This would include voluntary and statutory services working within the learning difficulties sector. Since September 2007, all recruit prison officers (RPOs) complete a Higher Certificate in Custodial Care programme. The objective of the two year Higher Certificate programme is to provide a professional development framework for RPOs and equip them with a range of skills and competencies that will enable them to carry out their duties in a professional manner. Many of the modules cover areas around mental health and wellbeing. The health care module covers health promotion, mental and emotional health, special health issues in prison and substance misuse. Other modules cover equality and diversity awareness, sociology for custodial care and ethics in custodial care. The Prison Education Service, which involves a partnership between the Irish Prison Service and a range of educational agencies including the VECs, provides a broad programme of education for prisoners following an adult education approach. Education centres are in operation in all prisons and places of detention. There is substantial flexibility in education delivery, with significant provision for one-to-one teaching which is particularly relevant to prisoners with a learning disability. Following on the recommendations of the 2003 report commissioned by my Department entitled "The Prison Adult Literacy Survey - Results and Implications", a number of significant initiatives commenced or were strengthened in the prisons. These initiatives parallel efforts to address adult literacy in the community. Among these are the fuller use of negotiated learning plans for all literacy students, introducing and supporting the FETAC level 1 and level 2 courses, the introduction of a standardised assessment framework across all prisons, devising and delivering the national 30-hour Initial Tutor Training course for new teachers and developing and rolling out a national Literacy Plan for Prison Education - work on which commenced in 2009.

Photo of Aengus Ó SnodaighAengus Ó Snodaigh (Dublin South Central, Sinn Fein)
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Question 578: To ask the Minister for Justice, Equality and Law Reform his plans to conduct another survey of literacy among prisoners; if the effectiveness of measures taken following the Prison Adult Literacy Survey 2003 have been assessed; and if he will make a statement on the matter. [15310/10]

Photo of Dermot AhernDermot Ahern (Louth, Fianna Fail)
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In 2003 the results of a survey commissioned by my Department were published in the Irish Prison Service publication entitled "The Prison Adult Literacy Survey - Results and Implications". The survey found that a significant number of prisoners were not functionally literate, with 52% of them at Level 1 or Pre-Level 1 literacy levels. Level 1 is defined as knowing the alphabet but having difficulties with reading. Pre-Level 1 is defined as being unable to read simple words but with the ability to write their names or know the alphabet. More than twice as many prisoners are at the lowest level compared with the population generally. Given this deficit, literacy work is a priority element in prison education and every effort is made to publicise literacy classes and encourage as many prisoners as possible to participate.

Prisoners coming into the Education Centre of each prison have an individual interview to assess their educational needs and interests. Those with literacy difficulties are prioritised for support. They are encouraged to participate in non-academic pursuits to enhance their perception of school and education, and to stimulate a general interest in learning. Once their personal self confidence grows they are proactively encouraged to participate in courses which require increased emphasis on the use of text and written format.

Following on the recommendations of the 2003 survey a number of significant initiatives commenced or were strengthened in the prisons. These initiatives parallel efforts to address adult literacy in the community. Among these are the fuller use of negotiated learning plans for all literacy students, introducing and supporting the FETAC level 1 and level 2 courses, the introduction of a standardised assessment framework across all prisons, devising and delivering the national 30-hour Initial Tutor Training course for new teachers and developing and rolling out a national Literacy Plan for Prison Education - work on which commenced in 2009. There are currently no plans to undertake a further survey.

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