Neasa Hourigan (Dublin Central, Green Party)
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334. To ask the Minister for Education and Skills if she will provide an update on the progress made to date in respect of implementing the recommendations specific to her Department outlined in the Report on the Operation of the Irish Sign Language Act 2017 to improve the functioning of the ISL Act; and if she will make a statement on the matter. [22771/23]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I would like to thank the Deputy for the question and wish to advise that under the broad provisions of the ISL Act, my Department has procedures in place to arrange for the provision of ISL interpretation. My Department has noted the findings in the report and the overall conclusion that implementation needs to be improved. Along with the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) and the Department’s aegis bodies, my Department is working to improve overall compliance and implementation of the Act.

Specifically in relation to the recommendations relating to Section 5 of the ISL Act I would like to advise you of the following.

The Department of Education has long provided a range of supports for students who are deaf or hard of hearing, either in mainstream classes, 24 special classes or through the 2 established schools for Deaf children.

There is longstanding existing provision in place, which provides a dedicated special needs assistant with ISL competency to support students in mainstream settings access to the curriculum and engage in school activities.

On 14th November 2022 a new enhanced scheme of ISL provision was announced.

This new scheme is in addition to the existing provision that is in place and creates two new roles in the education system.

The ISL Specialist Classroom Support (SCS) role will provide intensive support to individual students whose primary language is ISL to access the curriculum

The ISL Advisor role will focus on upskilling whole school communities and a student’s peers to enhance an inclusive environment for pupils whose sole means of communication is ISL in schools.

A national advertising campaign commenced in January 2023, by the NCSE, to recruited for the role of ISL-SCS on a nationwide basis. This campaign is currently at interview stage and it is expected that successful candidates will be appointed on the completion of this process.

The Irish Sign Language (ISL) Tuition Scheme provides funding for a weekly tuition service. Tutors visit the home of a deaf or hard of hearing pre-school child or school-going pupil to provide training in ISL for the child, their siblings, their grandparent(s) and parents or guardian.

Many students who are deaf/hard of hearing learn ISL to support their communication needs but ISL isn’t their primary language. These students and their families can also avail of the ISL Tuition Scheme. Approximately 150 children and their families supported under the scheme by approximately 52 tutors.

The scheme is available to deaf / hard of hearing children from diagnosis to leaving post primary school, details on how to apply can be found on the Department’s website through the following link: www.gov.ie/en/service/irish-sign-language-isl-tuition-scheme.

A review of the scheme is currently taken place in my department with the view to streamlining the application process, and it is anticipated that the results of this review will be in place for August in line with new applications for the 2023/24 school year.

Under the Department of Education Assistive Technology scheme, over 600 children benefitted from specialised equipment for the visually and hearing impaired last year.

The Bachelor of Education (Irish Sign Language) is the first programme of its kind in the history of the State. This is an undergraduate pilot programme in Dublin City University Institute of Education (DCU) that enables Deaf and Hard of Hearing people who use Irish Sign Language (ISL) to enter primary teaching which commenced in September 2019. It is a four-year, full-time, honours degree specifically designed for Deaf and Hard of Hearing students who communicate through ISL.

In addition, considerable research working is ongoing at present led by the National Council for Curriculum and Assessment (NCCA) in the area of ISL and the Curriculum to further support children whose primary language is ISL.