Martin Browne (Tipperary, Sinn Fein)
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634. To ask the Minister for Education and Skills if her attention has been drawn to instances in which children with ASD are unable to be excused from doing core subjects in primary schools in which they find insurmountable difficulties with subjects such as the Irish language; if her attention has been further drawn to difficulties of parents getting her Department to address the matter in a satisfactory way; the way in which she plans to address the issue; and if she will make a statement on the matter. [22691/20]

Norma Foley (Kerry, Fianna Fail)
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Literacy and numeracy are among the most important life skills that our schools teach. Literacy and numeracy skills are crucial to a person’s ability to access the rest of the curriculum and to develop fully as an individual, to live a satisfying and rewarding life and to participate fully in our society. It is important therefore that children master these skills to the best of their abilities.

In view of this and in recognising the linguistic, social and cultural importance of Irish and English in Ireland, both languages and maths are included as core subjects in the national curricula for recognised primary and post-primary schools and centres for education in Ireland. This has been the case since the foundation of the State and there is no exemption from the study of English or Maths.

The Irish language is accorded special status in Ireland and is protected by various pieces of legislation and in particular Article 8 of our Constitution which states that “The Irish Language as the national language is the first official language”. The Education Act 1998 recognises the particular responsibility of the education system with regard to supporting the Irish language. The language has particular social, historical and educational importance and is part of the unique cultural heritage of the Irish people. It is an aim of Government to increase on an incremental basis the use and knowledge of Irish as a community language.

In that context, while exemptions from the study of Irish may be considered for pupils/students enrolled in recognised English-medium schools, such exemptions can only be considered in the exceptional circumstances set out in Section 2.2 of Circulars 0052/2019 – Primary and 0053/2019 – Post-primary. Decisions on the granting of exemptions from the study of Irish were devolved to school management in previous circulars 12/96 and M10/94 and this remains the case in the current circulars.

The current Circulars which were informed by an extensive public consultation process, move away from a categorical diagnostic model to a needs based model. The Circulars are set in the context of the Special Education Teaching Allocation model that allows mainstream schools to provide additional teaching support for all pupils who require such support in their schools based on their identified learning needs in school, as opposed to being based primarily upon a diagnosis of a particular disability. The granting of an exemption from the study of Irish should not be a key factor in planning for the provision of learning support for a student. Those students with ASD who are enrolled in a special class or special school will automatically qualify for an exemption by nature of their placement. Any student who does not meet the criteria for an exemption from the study of Irish should be supported in accessing the Irish language through a differentiated approach to teaching and learning in line with their identified needs and any other supports in accordance with Guidelines for supporting pupils with Special Educational Needs in Mainstream Schools and with Special Educational Needs: A continuum of Support.

Detailed guidelines and FAQs are available on the Department’s website together with contact details for the office dealing with queries in relation to policy and appeal issues related to exemptions from the study of Irish. The Department strives to respond to all queries in accordance with the Department’s Customer Charter. The circulars include a provision for a review of their operation after the first two years of implementation.

Martin Browne (Tipperary, Sinn Fein)
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635. To ask the Minister for Education and Skills if the poor supports available to children with autism will be addressed which is resulting in these children having to travel long distances from their locality to schools that suit their needs; if her attention has been drawn to the stress long journeys can cause to the children; the steps being taken to address the issue; and if she will make a statement on the matter. [22692/20]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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Ensuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.

Children with special educational needs are supported through placement in mainstream classes, special classes and special schools. At school, they receive a range of supports provided by teachers and SNAs. Other professional supports including training for teachers are provided by the National Educational Psychological Service (NEPS) and the National Council for Special Education to enable each school provide an holistic educational experience for each child. The HSE is responsible for the delivery of therapeutic supports.

Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism. Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.

The National Council for Special Education has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.

Care is taken to minimise the amount of travel for students but I am aware that it is not always possible to secure a suitable placement in a local school and this is an issue of concern. Occasionally, the specialist nature of the placement involved requires the child to travel some distance. It is now standard practice for provision to be made for special needs in new school projects.

It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. School transport is also available. My Department works closely with the NCSE in this regard.

Normally, special class and school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or school places. I have powers under the Education Act 1998 to require schools to provide specialist school placements where this is required and where the schools concerned have capacity in this regard. These powers will be used where necessary to ensure that every child secures a suitable school place.

As the availability of specialist places continue to increase throughout the country, it would be expected that this would reduce the travelling distances required of students and the resulting stress caused.

Martin Browne (Tipperary, Sinn Fein)
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636. To ask the Minister for Education and Skills her views on children with ASD being sent to mainstream schools that are not suited for their needs and demands; the process that parents must engage in to address this issue; and if she will make a statement on the matter. [22702/20]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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Ensuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.

Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism.

Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.

The majority of children with special educational needs attend mainstream class, where they may access additional educational supports if required.

But some students may find it difficult to manage full-time placement in mainstream and so placement in a Special Class or Special School setting may be deemed appropriate where placement in mainstream class is not in the best interests of the child.

Special Schools funded by my Department are established as special primary schools and cater for children and young persons with complex special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.

Nationally, 167 new special classes opened in 2019/2020, which means there are 1,618 special classes in place, compared to 548 in 2011.

The National Council for Special Education (NCSE) which advises my Department on policy matters is currently preparing advice on the educational provision that should be in place for students educated in special schools and special classes. This policy advice will make recommendations on the provision required to enable students in special schools and classes achieve better outcomes. The NCSE have been asked to complete and submit its report to the Minister before the end of the year.