Paul Murphy (Dublin South West, RISE)
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294. To ask the Minister for Education and Skills the reason that students who qualify for learning supports in primary, secondary and higher education, lose all these supports if they go to further education (details supplied); his views on whether marginalised students deserve the full suite of options that others can utilise to nurture their educational journey and navigate full lives; and if he will make a statement on the matter. [59976/22]

Niall Collins (Limerick County, Fianna Fail)
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I can assure the Deputy that inclusion has always been a central tenet of the work of Education and Training Boards (ETBs) and Further Education and Training (FET) providers, with an extensive reach into and across local communities. Fostering inclusion is one of the three core pillars of Future FET: Transforming Learningthe national FET Strategy 2020-2024.It identifies addressing the needs of marginalised learners, including people with a disability, as a primary focus and commits to more consistent support for this group across FET.

The FET sector is fully committed to increasing levels of inclusion through the provision of high quality, accessible and flexible education and training programmes. There is a broad range of supports provided through the ETBs to support the participation of all learners, including those with disabilities. FET offers a full suite of programmes and these are made available to all participants, regardless of disability.

The Fund for Students with Disabilities(FSD) provides funding in higher education and FET to support students with disabilities. SOLAS now manages the FET element of the FSD which provides funding to PLC colleges/schools to assist them in offering supports and services to eligible students with disabilities so that they can participate on an equal basis with their peers. The allocation to the FSD in the FET sector has increased to €4.1m in 2022. Need assessments determine the supports and accommodations provided to students, in accordance with the guidelines issued by SOLAS.

In addition to add on disability supports, the FET Strategy is moving towards a Universal Design approach, whereby disability supports are integrated into mainstream provision insofar as is possible, with specialised supports reserved for people with needs that cannot be met through mainstream provision. This approach recognises that every individual learns differently, has different interests, aptitudes and levels of ability, whether or not they have what might be defined as a special educational need. It aims to optimise learning for all by accommodating the diverse educational needs of all learners within mainstream provision. Individualised supports, for addressing more specific needs among a smaller subset of learners will, of course, be maintained and promoted.

Building on its 2017 research into barriers to FET for the long-term unemployed and other vulnerable groups, SOLAS intends to commission further research and examine barriers to participation in FET, with particular reference to persons with a disability.

All of the foregoing initiatives and the broader operation of the FET system, including engagement with relevant stakeholders, provide SOLAS and the ETB system with in-depth knowledge and deep appreciation of the access requirements of marginalised learners, including learners with disabilities, which in turn will assist greatly with the future planning and delivery of such services in this priority area.