Department of Education - Review of DEIS
- Published: 02 June 2016
The DES are currently reviewing DEIS (Delivering Equality of Opportunity in Schools).
On the 23rd May 2016 the DES held an Education Partners Forum to brief the education partners on the situation and also to get feedback from the partners. DEIS started in its current format in 2005. However no new schools have been added to DEIS since 2009. The DES are acutely aware that there is an urgent need to address this, especially with new schools. The ERC and the inspectorate have evaluated the current DEIS. As we all know the findings are very favourable. The DES want to develop a new robust model that can be used to evaluate schools for DEIS. The overall scope of the review is to assess the existing DEIS Programme in the context of evaluations to date and any relevant policy and other developments, in order to inform future policy on educational disadvantage.
The review project involves a number of strands:
- Stakeholder consultation is a key component of the process and, at the outset, the education partners were invited on the 23rd May 2016 for their views on both the current and future operation of the programme. Comprehensive submissions were received and are being considered as part of the review.
- An internal DEIS Advisory Group within my Department is considering the make-up of the current DEIS School Support Programme in the context of the learning from the implementation of the programme to date and the input of education stakeholders
- An Interdepartmental Group (DES, DCYA, DSP, D/Health, D/Environment) is considering current and potential future supports to tackle educational disadvantage provided by other Government Departments and agencies in order to ensure greater cohesion and cross-sectoral cooperation for future service delivery
- A Technical Advisory Group is examining available data sources in order to develop an improved identification process for the inclusion of schools in any future resource allocation framework to tackle educational disadvantage. During this process, all aspects of the DEIS programme are being considered including the identification of schools.
The next steps involve:
- Identification Process – Build the model and identify schools
- Complete stakeholder Identification
- School supports – identify interventions and cost proposals
- Develop Monitoring and Evaluation Framework
- Formal Proposal to Minister and Government
Announcement from Minister for Education & Skills
- Published: 10 February 2015
10th February, 2015
Minister for Education and Skills announces the development of a new Inclusion Support Service within the National Council for Special Education
The Minister for Education and Skills, Jan O’Sullivan T.D., has today announced the establishment within the National Council for Special Education of a new Inclusion Support Service to assist schools in supporting children with special educational needs.
This service will include the Special Education Support Service (SESS), the National Behaviour Support Service (NBSS) and the Visiting Teacher Service for children who are deaf/hard of hearing and for children who are blind/visually impaired (VTSVHI) which until now have been managed by the Department. This change is to take immediate effect and is consistent with recommendations of NCSE reports and with the review of the VTSVHI[1].
This change will mean that schools will receive a better and more integrated service from this new Inclusion Support Service. The Inclusion Support Service will build on the existing good work and support which NBSS, SESS and VTSVHI provide to children and their families as well as to teachers and schools and which will continue as normal as the new arrangements are put in place.
The Minister has today also announced that she is not proposing to change the way teachers are allocated to schools for children with Special Educational Needs for the coming school year.
The Minister said that in making this decision to retain the current model for allocating resource and learning support teachers for the coming year, she was guided by the advice of the NCSE Working Group that sufficient time should be allowed for further consultation to take place with the education stakeholders before the new model is implemented in schools.
The Minister further welcomed the fact that, through consultations which have already taken place, there was a broad welcome for the proposed new model from Parents, disability groups, schools and stakeholders. However, she also said that, while there has been significant consultation in relation to the proposed new model, there had not been sufficient time to address fully the concerns which have been raised for the September 2015 school year. In particular, the Minister noted that a robust mechanism for identifying children with complex special educational needs had yet to be finalised.
The Minister also said that she has asked her Department to review the roles, structures and optimal working arrangements for coordination between the expanded NCSE with its Inclusion Support Service and the National Educational Psychological Service. To this end submissions are sought from any interested stakeholders in relation to the issues by Friday, 13th of March.
Finally the Minister thanked the NCSE and its Chairperson, Mr Eamon Stack for their efforts in bringing proposals for the new model to her for consideration. Work will continue in the coming months to develop the proposed model and to address the range of concerns which were identified through the consultations which have taken place so far. The Minister said that she had asked her Department to design a pilot of the new model which schools could opt into on a voluntary basis. The Minister also said that continuing consultation with stakeholders will be a vital part of the ongoing work.
ENDS.
Notes to Editor
The following services are being transferred to the National Council for Special Education:
1. Special Education Support Service (SESS)
The role of the SESS is to enhance the quality of learning and teaching in relation to special educational provision. The service co-ordinates, develops and delivers a range of professional development initiatives and support structures for school personnel working with students with special educational needs in mainstream primary and post-primary schools, special schools and special classes.
2. National Behavioural Support Service
The role of the NBSS is to assist schools in addressing current behavioural concerns on three levels. The NBSS works with schools in addressing students’ social, emotional, academic and behavioural needs. This is done at school-wide level for all students; with targeted interventions for some students; and at intensive individualised support for a few students.
3. Visiting Teacher for children and young people who are Deaf/Hard of Hearing; Blind/Visually Impaired
The visiting teacher service provides advice and support to ensure that the needs of children and young people with hearing and visual impairment are met. This service is available at pre-school, primary, post-primary and at third level. Each visiting teacher is responsible for a particular region and is allocated a case load of pupils. The visiting teacher supports the children, parents/guardians, teachers and other professionals involved with the child.
Submission to the Forum on Patronage and Pluralism in the Primary Sector
- Published: 20 June 2011
It is said that the best way to predict the future is to design it, and that is exactly what IPPN along with other education partners, has been asked to do by Education Minister, Ruairi Quinn, TD. There is broad agreement that there will be some change in how schools operate in providing for diversity. The big question is how we do this in a way which is respectful to all. In spite of it being the busiest time of the year, Principals recognised the importance of putting their views on record through our national consultation process.
View IPPN’s submission to the Minister’s Forum on Patronage & Pluralism
Forum on Patronage and Pluralism in the Primary Sector
- Published: 20 April 2011
IPPN President, Pat Goff and Seán Cottrell, Director were invited by Education Minister Mr Ruairí Quinn to represent Principals and Deputy Principals in the new national forum on school patronage. Over the coming weeks, an extensive consultation process will take place to research the experience and opinions of school leaders. IPPN has been invited to participate in this national forum which will see significant changes in a bid to address the changing nature of the school going population and Irish society in general.
Download Minister Quinn’s Address
Download Professor Coolahan’s Address
TextaParent.ie – New & Improved Website!
- Published: 24 August 2010
The new and improved TextaParent.ie website is now live! If you have any queries in relation to the new website, please email info@textaparent.ie or call the dedicated TextaParent.ie Support Team on 1890 401 501.
Click here to view video tutorials and to familiarise yourself with the new TextaParent.ie
