Kathleen Funchion (Carlow-Kilkenny, Sinn Fein)
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572. To ask the Minister for Education and Skills if there are plans to invest money to create a space in which non-mainstream qualifications for special skills can be developed for students; and if she will make a statement on the matter. [37965/22]

Norma Foley (Kerry, Fianna Fail)
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There are a number of options open to students across Senior Cycle that provide students with the opportunity to develop their skills and reach their full potential.

Transition Year (TY) is a one-year programme between Junior Cycle and Senior Cycle. It is designed to act as a bridge between the two by facilitating the smooth transition from the more dependent learning of the Junior Cycle to the more independent self-directed learning required for the Senior Cycle. All Second-Level schools have the option of offering the Transition Year programme to their students and most do offer it.

The established Leaving Certificate programme is a two-year programme that covers a wide range of subjects. Subjects are normally studied at either Ordinary or Higher Level. Two subjects, Irish and Mathematics, can be studied at Foundation Level. Foundation Level is geared to the needs of students who might have difficulty with those subjects at Ordinary or Higher Level.

The Leaving Certificate Applied is a distinct, self-contained two-year Leaving Certificate programme aimed at preparing students for adult and working life. The programme sets out to recognise the talents of all students and to provide opportunities for developing personal responsibility, self-esteem and self-knowledge. The programme focuses on the talents of each student and helps students apply what they learn to the real world. The two-year programme consists of four half-year blocks called sessions. Achievements are credited in each session.

The Leaving Certificate Vocational Programme (LCVP) is a Leaving Certificate with a strong vocational aspect. The programme consists of Leaving Certificate subjects, together with three compulsory link modules on enterprise education, preparation for work and work experience. Students must take at least 5 Leaving Certificate subjects, one of which must be Irish and a continental language or vocational language module.

On 29 March I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience. The three tenets of Senior Cycle redevelopment are to:

- Empower students to meet the challenges of the 21st century

- Enrich the student experience and build on what’s strong in our current system

- Embed well-being and reduce student stress levels

The approach to Senior Cycle redevelopment is informed by and builds upon the National Council for Curriculum and Assessment’s (NCCA’s) Advisory Report on the review of Senior Cycle. The redeveloped Senior Cycle will involve the creation and development of more flexible learning pathways within school.

In a redeveloped Senior Cycle, real opportunities to progress, consolidate and transfer learning should be available for students of Level 1 and Level 2 Learning Programmes, for those who can currently access these programmes at Junior Cycle. In my announcement I stated that a new qualification will be introduced at level one and two on the National Qualification framework to provide an appropriate level of assessment to some students with special educational needs, building on the equivalent programme at Junior Cycle level.

I intend to make these opportunities available as soon as possible. I have requested the NCCA to begin work immediately with schools to work towards developing a Level 1/Level 2 Learning Programme for those currently in first year. To commence this process, the NCCA has initiated a review of the L1/L2 Learning Programmes at Junior Cycle and is seeking to learn more from schools about their curriculum provision for students in Senior Cycle who followed L1/L2 Learning Programmes at Junior Cycle. To support this work, the NCCA recently invited schools to express their interest in participating in the school-based component of the review. Following a selection process, nine schools will participate in the review with school visits taking place when schools reopen in September.

Work has also commenced on the development of a background paper and brief for developing the follow-on programmes. The outcomes from the review will feed into the background paper and help to inform the brief both of which will be discussed by the NCCA Council in Q4 this year. Following Council approval, the paper will be published for public consultation. In preparation for work on the follow-on programmes, NCCA is currently establishing a development group.

The redeveloped Senior Cycle will involve the creation and development of more flexible learning pathways within school. For students commencing fifth year in the coming school year (September 2022), students in schools providing the LCVP will be able to access the Link Modules without the requirement to meet vocational subject grouping criteria set out in Circular Letter 0040/2013. These groupings will no longer apply for students opting in to the LCVP programme commencing fifth year in the coming school year.

In addition, students will no longer have to meet the modern European language requirements to access the LCVP programme. However, all other requirements for participation in the LCVP as set out in circular 0040/2013 continue to apply, including the Irish language requirement.

Further guidance for schools and students on the plans for Senior Cycle redevelopment is available at www.gov.ie/SeniorCycle.

Kathleen Funchion (Carlow-Kilkenny, Sinn Fein)
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573. To ask the Minister for Education and Skills the two-year forecast for special class places that will be required in counties Carlow and Kilkenny; the number of spaces by school that currently exist in the counties; and if she will make a statement on the matter. [37966/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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Enabling children with special educational needs to receive an education is a priority for this Government.

In 2022, we will spend over 25% of our total educational budget on providing additional supports for children with SEN. This represents an increase of over 60%, in total expenditure, since 2011.

We are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

Continuing to add capacity in schools to support SEN provision is a key priority with a particular emphasis at post-primary level.

The Department’s Geographic Information Management System (GIS) will continue to support a strategic and coordinated approach to planning and delivery of SEN provision. This includes “real-time” data on capacity across the school system.

I can assure the Deputy that my Department is working actively with the NCSE and other key stakeholders including School Patrons and Management Bodies to provide additional special classes and special school places for the 2022/23 school year and beyond.

Patrick Costello (Dublin South Central, Green Party)
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574. To ask the Minister for Education and Skills the status of the proposed implementation of ASD classes and units in Dublin 12 in the schools currently without any (details supplied); and if she will make a statement on the matter. [37991/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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Enabling children with special educational needs to receive an education is a priority for this Government.

This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs. This includes additional teaching and care supports.

As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.

Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year.

I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen over 300 special classes, providing over 1,800 new places, opened nationwide for the 2021/22 school-year.

I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.

I can confirm that the NCSE is aware of an identified need for additional special classes for students with autism in the Dublin 12 area as referenced by the Deputy. Work has been underway with stakeholders for a number of years in this area to meet the demand for places.

The NCSE 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.

NCSE Special Educational Needs Organisers (SENOs) are liaising with schools and patrons in Dublin 12 to establish new special classes for the 2022/23 school year and beyond.

If the NCSE has not been able to secure the necessary placements in an area, it can activate a statutory provision contained in Section 37A of the Education Act 1998. Under this provision, and after a period of engagement, the Minister can direct a school to open a special class.

As the Deputy is aware I recently initiated the Section 37a process for a third time. The NCSE have written to me to advise that they have formed an opinion that there is insufficient special class capacity in primary schools and special school capacity in Dublin The NCSE report to the Minister on the matter, which will consider existing provision, any relevant proposed building works and which schools may be able to provide additional provision is currently being finalised. I am not in a position to elaborate further until this report is finalised.

As the Deputy is aware, my Department is currently progressing emergency legislation through the Houses. The Education (Provision in Respect of Children with Special Educational Needs) Bill 2022 provides for a truncated Section 37A process. It is envisaged that this new process can lead to a Ministerial direction to be served on school within 6 to 8 weeks of receiving a report from the NCSE setting out their opinion that there is insufficient schools places in a certain area.

I look forward to seeing this urgent legislation progressing over the coming weeks, being enacted and being available as another measure to ensure that we can continue to work to forward plan and provide an adequate number of special class and special school places for children.

My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.

I want to reassure the Deputy also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.