Michael Healy-Rae (Kerry, Independent)
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130. To ask the Minister for Education and Skills if he plans to support students (details supplied); and if he will make a statement on the matter. [38132/24]

Niall Collins (Limerick County, Fianna Fail)
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As the Deputy may be aware, a key priority of the FET Strategy 2020-2024 is to ensure consistency of support for all learners, underpinned by a Universal Design for Learning (UDL) approach. This approach aims to reduce obstacles by considering the needs of all learners, regardless of background and ability. Applying UDL Principles means offering multiple ways of engagement, representation, action, and expression, providing necessary accommodations to remove obstacles to learning as well as providing, where required, one-to-one supports and assistive technologies to support differentiated learning.

A close partnership between SOLAS, Education Training Boards Ireland (ETBI) and AHEAD, coupled with consultative engagement with FET practitioners, led to the development and publication of a Conceptual Framework for Universal Design for Learning (UDL) for the FET Sector in 2020, followed by launch of Guidance for Implementing Universal Design for Learning in Irish Further Education and Training in March 2021. These resources outline how UDL principles and practices can help FET practitioners reduce barriers to learning by weaving flexibility, accessibility, learner voice, and choice into the fabric of all learning interactions. Additional supports are available to learners including exam accommodations and mental health counselling.

SOLAS collaborates with the Dyslexia Association of Ireland, which provides assessments, training, and resources to aid dyslexic learners.

Turning to the supports for apprentices, information is sought at the point of registration, from apprentices, on any additional supports that may be needed due to a disability. The education and training providers offer learning and other supports to apprentices during their training and many employers also provide accommodations in the workplace to apprentices with disabilities. Approximately 3% of the apprentice population have declared one or more disabilities and are receiving additional supports.

At registration every apprentice is assigned an authorised officer, who supports the apprentice from day one. Any apprentice who has any queries relating to learning supports should speak to their authorised officer, as this is the person best placed to assist the apprentice with any issues as they arise.

In respect of apprentice supports related to reading and writing, the ETBs aim to respond to learner needs through a range of initiatives for apprenticeships. This includes the provision of pre-apprenticeship schemes, assessment of literacy and language-based needs, and learning differences and related and/or other issues – dyslexia, dyscalculia diagnosis, etc. Literacy supports are provided to support apprentices with the academic requirements of their off-the-job training and are central to learner supports services.

To support the sharing of expertise and experience in tailored specific supports for apprentices across practitioners, a Community of Practice (Supports to Apprentices Group) has been developed. This group has informed the development of the Maths for Trades resources, a series of maths workbooks for craft apprenticeships that offer numeracy resources across multiple fields. All resources are free to access/download from the ETBI digital library, which also houses an extensive range of literacy resources which can be accessed by FET practitioners. In addition, ETB staff are provided with a comprehensive professional learning and development calendar, which offers training opportunities for staff to support learners with the literacy, numeracy and digital skills demands of their course/ phase.

The National Adult Literacy Agency (NALA) also provides an extensive range of resources and training. Prospective apprentices who contact NALA in relation to apprenticeships are often looking for support to meet the minimum requirements for apprenticeships. In some cases, the person may not have completed a Junior Certificate or may not have met the eligibility requirements in their Junior Certificate for their chosen apprenticeship field. NALA provides support these learners to achieve the further awards required. Resources available include worksheets, videos and books in literacy, numeracy, and digital literacy between levels 1 and 3, and online courses in literacy, numeracy and digital literacy at level 1, level 2, preparing for level 3 and level 3 with QQI certification options at levels 2 and 3.

The expanding range of apprenticeships available, as well as changing work practices in traditional areas, provide a step towards increasing opportunities for persons with a disability and other traditionally under-represented groups.