Holly Cairns (Cork South West, Social Democrats)
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433. To ask the Minister for Education and Skills the supports in place to assist persons with disabilities to transition from second-level education to third-level education or employment; and if he will make a statement on the matter. [13132/22]

Holly Cairns (Cork South West, Social Democrats)
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434. To ask the Minister for Education and Skills the planning his Department engages in to provide supports and places for students with disabilities transition from secondary education to third-level education and follow-on courses; and if he will make a statement on the matter. [13133/22]

Simon Harris (Wicklow, Fine Gael)
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I propose to take Questions Nos. 433 and 434 together.

Equity of Access to Further and Higher Education continues to be a national priority for the Government and the Department of Further and Higher Education, Research, Innovation and Science. Inclusion is a key goal in my Department's Statement of Strategy.

It is important to state the National Plan for Equity of Access to Higher Education 2015-2021 (NAP) set targets to increase participation in higher education by people with disabilities. Specific targets have been set to increase participation in higher education by students with physical or sensory disabilities. The original (8%) and revised target (12%) under the National Access Plan of new entrants to higher education with disabilities has now been exceeded, with 12.2% of new entrants to higher education in 2019/20 declaring a disability.

However, we acknowledge more needs to be done. Work on the development of the next National Access Plan (NAP) 2022 - 2026 is well advance. One-to-one stakeholder meetings around the specific target groups to be supported for the period of the next NAP have almost concluded. Colleagues in my Department are working closely with the HEA on the development of the new Plan with the intention of publishing the plan in early 2022. An additional €5million has been set aside for this plan.

The Fund for Students with Disabilities (FSD) supports participation by students with a disability in further and higher education. €9.6m is allocated to the Fund annually for both Further and Higher Education. In 2019/2020, circa 16,000 students were supported through the fund.

In January 2021, I approved a number of strategic projects under the Fund for Students with Disabilities (FSD) aimed at supporting students with disabilities to access and engage with higher education. The initiatives, which involve 24 higher education institutions (HEI) and €5.8m in expenditure, are broad and are aimed at improving access to higher education for people with a disability, to improving college campuses and to assist staff with training and development. Among the projects are a number of projects for students with autism including the establishment of autism friendly rooms across nine different campuses, the development of assistive technology including for students with disabilities, an app to help students with visual or hearing impairment navigate their way around campus and specialist assistance for students who are deaf.

There are a range of supports available in the FET sector for learners with a disability, as well as provision of specific programmes for learners with a disability who may require more intensive supports through Specialist Training Provision. Guidelines for practitioners in relation to implementing a Universal Design for Learning, or UDL, approach in the FET sector were published by SOLAS last year, and this approach aims to reduce obstacles to learning by taking into account the needs of learners of diverse backgrounds and abilities.

The FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including for learners with a disability.

My Department will continue to keep existing provision and initiatives under review. We want to develop a better understanding of what works best within the different models, and to look at how we can assist people to access and progress through higher and further education and training. Thus ensuring that we grow prosperity across communities and build social cohesion, while also recognising the different needs of learners and enabling each and every one of them to develop to their full potential.

Holly Cairns (Cork South West, Social Democrats)
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435. To ask the Minister for Education and Skills the number of post-secondary education follow-on courses that are available for persons with intellectual disabilities; the location of these courses; the primary discipline area covered by these courses; and if he will make a statement on the matter. [13134/22]

Simon Harris (Wicklow, Fine Gael)
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In the Further Education and Training, FET, sector, the Specialist Training Provision (STP) programme addresses the identified training needs of people with both physical and intellectual disabilities who are experiencing exclusion and labour market disadvantage in the form of vocational training programmes. Courses are generally one to two years in duration, are delivered all year round and lead to accreditation at levels 1-6 on the NFQ. Course examples include ICT and vocational multi-skills. STPs can provide a number of enhanced services for its learners including additional training duration; adapted equipment; transport arrangements; enhanced programme content which may be required for a person with a disability to achieve their potential. An enhanced trainer-learner ratio is available on these programmes. STP is currently contracted out by the 16 Education and Training Boards, ETBs, around the country. There are currently 29 National Learning Network centres delivering STP, and an additional 15 independent providers.

Outside of STP provision, there are no specific courses in the FET sector aimed at people with an intellectual disability. However, the FET sector is committed to increasing levels of inclusion through the provision of high quality, more accessible and flexible education and training programmes and supports suited to the identified needs of individuals, including for learners with an intellectual disability. There are range of supports available in the FET sector for learners with an intellectual disability, and the ETB will discuss with the learner their needs and suitability for the selected course requirements. Also, to further improve inclusion in the FET sector, guidelines for practitioners in relation to implementing a Universal Design for Learning, or UDL, approach in the FET sector were published by SOLAS last year, and this approach aims to reduce obstacles to learning by taking into account the needs of learners of diverse backgrounds and abilities.

Ten Higher Education Institutions provide follow-on courses. These include the following:

- DCU

- DKIT

- IADT

- LIT

- MIC

- MTU Cork

- TCD

- TU Dublin – Blanchardstown

- TU Dublin – Tallaght

- UCC

Course examples in HEIs is to enable the learner with an intellectual disability to develop relevant knowledge and competence and to be able to use a range of skills under supervision. It also helps them to develop a lifelong learning ethos with the promotion of inclusion to third level education.

I will shortly be launching a new National Access Plan which will have ambitious targets for representation of people who are under-represented in higher education.  This Plan will focus on improving the learning experience and success of learners. The new planwill include specific supports for persons with disabilities, including those with intellectual disabilities.