David Stanton (Cork East, Fine Gael)
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Question 33: To ask the Minister for Education and Skills further to Questions No. 207 of 24 March 2010, Nos. 640 and 641 of 2 February 2010 and No. 1123 of 19 January 2010, the current status of the Special Education Appeals Board; and if he will make a statement on the matter. [9756/11]

Ruairi Quinn (Dublin South East, Labour)
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The Programme for Government states that education will be a priority for this Government and that we will endeavour to protect and enhance the educational experience of children, young people and students. To that end, we are committing during the tenure of this Government to the publication of a plan for the implementation of the Education for Persons with Special Educational Needs Act 2004 (EPSEN) to prioritise access for children with special needs to an individual education plan. The Deputy will be aware that a number of sections of the EPSEN Act have already been commenced, principally those establishing the National Council for Special Education and those promoting an inclusive approach to the education of children with special educational needs.

The EPSEN Act also provides for the establishment of the Special Education Appeals Board to hear and determine appeals under the Act. The appellant sections of the Act have not yet commenced. Three members were appointed to the board for a three-year term in April 2007 in advance of the then expected full implementation of the EPSEN Act. Board members developed the processes and procedures which would be required to allow for a smooth appellant system once the relevant sections of the Act, which would allow appeals to be undertaken, are commenced. Once the sections in question are commenced, the board will have specific statutory functions and responsibilities under the EPSEN Act. In the interim there are no grounds for any appeals to be made to the Special Education Appeals Board. Accordingly, once the initial period of office of the members of the board elapsed, the previous Minister for Education and Skills decided not to make new appointments for a further term.

Jonathan O'Brien (Cork North Central, Sinn Fein)
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Question 34: To ask the Minister for Education and Skills his plans to provide supports for gifted students. [9855/11]

Ruairi Quinn (Dublin South East, Labour)
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I wish to advise the Deputy that the 1998 Education Act requires boards of management of each school to publish the policy of the school relating to participation by students with special educational needs, including students who are exceptionally able. The measures schools take in this regard are required to be stated in the school plan. It is the duty of the board of management to ensure that appropriate education services are made available to such students. Primary and secondary schools level use strategies such as curriculum differentiation, curriculum enrichment and acceleration to facilitate the development of pupils who are exceptionally able. Syllabi and curricula for second level schools have been designed in such a way to enable teachers cater for the wide range of pupil ability.

The revised primary curriculum, which has been supplied to every primary teacher, recognises the importance of developing the full potential of the child and caters for pupil diversity, including meeting the needs of exceptionally able pupils. Content is outlined in the curricula at both levels and process is also heavily emphasised. Enabling children to learn how to learn is stressed and facilitated. The development of language skills, investigatory and problem- solving skills, higher-order thinking skills and working individually, and as a member of a group, are all encouraged at both levels. While the use of information and communication technologies and the use of class and school libraries are of benefit in project work with all pupils, they have a special importance for pupils who are exceptionally able.

The National Council for Curriculum and Assessment (NCCA), in collaboration with its counterpart in Northern Ireland, the Council for Curriculum Examination and Assessment (CCEA), has produced draft guidelines for teachers of exceptionally able students. These guidelines issued to all Primary and Post Primary schools in November 2007 along with a questionnaire for feedback. The NCCA/CCEA guidelines are designed to raise awareness of the social, emotional and academic needs of exceptionally able students and to assist teachers in planning their teaching and learning. The guidelines provide advice to schools on identification of gifted children, set out profiles of students, and whole school and classroom strategies and case studies which demonstrate how schools can best meet the needs of such students. The general strategies include differentiated teaching, acceleration and enrichment approaches in the context of participation in mainstream schools.

The Special Education Support Service is a service under the management of my Department which provides support for teachers to assist them in meeting the needs of all pupils with special educational needs, including those pupils who are exceptionally able. The service is available to schools who may be seeking advice or support relating to a specific special education issue in the school. More information on the range of programmes offered by the Special Education Support Service is available on www.sess.ie. In addition, the professional development service for teachers provides training in differentiation, in terms of differentiating for all pupils, whether less or more able. Issues around exceptional ability and giftedness are addressed as part of the school planning process which is facilitated by the professional development service. Finally, the programme for Government sets out this Government's commitment to examining supports in place for gifted students and specifically to the creation of improved links with third level institutions on a regional basis, to provide gifted students with access to new programmes or educational resources.