Written Answers Nos. 421-440
421. Deputy James Geoghegan asked the Minister for Education the names and locations of schools currently in receipt of the NCSE educational therapy support service, in tabular form; and if she will make a statement on the matter. [15649/25]
View answerThe Educational Therapy Support Service (ETSS) was established in June 2024. The expansion of therapy services within the NCSE is expected to build on the achievements and impacts of this element of the School Inclusion Model (SIM) pilot programme.
The ETSS service is designed to build the capacity of teachers (and other school personnel as relevant) to provide as effectively as possible for the needs of students. This will mean that therapists will work in classrooms with teachers to provide, for example, language programmes which have been co-designed by teachers and speech and language therapists.
The ETSS, initially, will comprise of 39 speech and language/occupational therapists embedded into the NCSE regional structure and it the ambition of the department to build this service over time to ensure that schools across the country will be able to access the support of those therapists.
The ETSS provides 2 strands of support. Strand I involves Regional Therapy Support and includes Teacher Professional Learning (TPL) seminars for both Occupational and Speech and Language Therapy, with in-school support. 111 teachers have been supported through a mixture of Teacher Professional Learning Seminars and in-school support visits in 93 schools in the Eastern region. It is planned that these supports will be available nationally for the 2025/2026 school year. Since September 2024 there have been 61 in-school visits to 43 schools.
The second strand, Strand II provides Sustained In-School Therapy for a period of 24 months, in line with the School Inclusion Model (SIM). The NCSE intends to deliver Strand II of the ETSS initially, in its Eastern and Western regions. Dublin is the base for the Eastern region and Limerick has been identified as the most suitable hub for the Western region. This includes Kerry, Clare, Limerick, Galway, Mayo and Roscommon.
The ETSS is available to all schools in these regions, including primary, post-primary and special schools following an application process through the NCSE.
After a robust prioritisation process 22 schools, as per the attached file, in the NCSE Eastern region were selected and are currently availing of support through Strand II and a further 212 schools were panelled to receive supports as services expand.
It is planned that the Stand II will be available in the Western Region for the 2025/2026 school year.
Further recruitment within the NCSE to achieve the full complement of 39 therapists, which is currently ongoing, will assist the NCSE in the delivery and expansion of the services detailed above.
The Department of Education and the NCSE 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.
422. Deputy Colm Burke asked the Minister for Education the status of an application by a school (details supplied) under the emergency works scheme given a revised itemised cost breakdown was submitted to the Department on 18 February 2025; and if she will make a statement on the matter. [15653/25]
View answerThe school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for roof works.
The application in question is currently being reviewed by the technical area within the EWS. Once a technical recommendation has been received back from the technical team, the EWS team will engage further with the school as appropriate.
The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
423. Deputy Paula Butterly asked the Minister for Education further to Parliamentary Question No. 628 of 19 March 2025, if she will consider bringing school secretaries under a public service contract; and if she will make a statement on the matter. [15677/25]
View answerAs previously advised to the Deputy, the Department of Education has been providing a payroll service for former grant funded school secretaries with effect from 1st September 2023 a s part of a package greed with Fórsa, the trade union representing school secretaries, following a series of engagements at the Workplace Relations Commission (WRC) in 2022.
The agreement however did not grant public servant status to school secretaries and therefore this cohort do not have access to the Single Public Service Pension Scheme. Any changes to the terms and conditions for school secretaries can occur only under established industrial relations processes and would need to be considered in detail by this Department and the Department of Public Expenditure, NDP Delivery and Reform.
424. Deputy Jen Cummins asked the Minister for Education if she will consider including a special education school on the campus of one of the sites designated for schools in the Clonburris SDZ. [15681/25]
View answerThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
There continues to be an increasing need to provide additional special school places to support children with complex needs. To meet this need, eleven new special schools have been established in recent years and capacity has been expanded in a many number of others. Five more special schools have also been established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.
The new special schools established over recent years have focused on providing additional places in our largest urban areas, Dublin and Cork. The department and NCSE have already begun planning in relation to further expanding special school capacity for the 2026/27 school year. It is estimated that a further 300 new special school places may be required each year for the coming years.
When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
In planning for increased special school places, the department and NCSE are reviewing all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
Part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education appropriate to their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children seeking a special school place in a region.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs and will continue to review and monitor the situation in Dublin and indeed nationwide as to where new special schools are required.
425. Deputy Pat Buckley asked the Minister for Education to use legislative powers to compel every school in an area (details supplied) to open special classes to ensure there are enough school places for children with additional needs; and if she will make a statement on the matter. [15685/25]
View answerThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs. The NCSE, in line with their statutory function, approach schools in relation to opening new special classes directly.
As Minister I have powers under Section 37A of the Education Act to direct a school to provide additional places, but this power is only used as a last resort and where all reasonable efforts have failed. A collaborative approach between my department, the NCSE and schools is always the preferred option.
My department works closely with the NCSE on the forward planning of new special classes and additional special school places. Building on successive budgets, Budget 2025 secured funding for up to 400 new special classes in mainstream schools, and an additional 300 special school places for the 2025/26 school year. This will deliver 2,700 new places for children.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 352 of these classes have already been sanctioned for the 2025/26 school year. Of these 51 are in Cork, 33 at primary level and 18 at post-primary level.
This will add to the 563 special classes already sanctioned in Cork, 395 at primary level and 168 at post-primary level.
In County Cork and indeed nationwide, the NCSE continue to engage intensely with schools and school patron bodies to confirm any remaining classes. As the NCSE progress the sanctioning of the remaining special classes they will inform parents.
Where new special classes have been sanctioned, I would urge schools to progress the admission of students as soon as possible to ensure that the NCSE can continue to evaluate demand in local areas, sanction classes as required and assist parents in securing a school place.
If necessary, I am satisfied that I have the necessary statutory powers under Section 37A of the Education Act 1998 to compel schools to make provision for children with special education needs. In addition, the NCSE also have the power to direct schools to admit individual children with special education needs.
Looking forward my department and the NCSE have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2026/27 school year and beyond.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
426. Deputy Alan Kelly asked the Minister for Education her views on whether some schools in Nenagh should achieve DEIS status. [15694/25]
View answerTackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education, and for the Government. The DEIS programme is a key policy of Government to tackle concentrated educational disadvantage at school level. It provides a targeted range of supports and is additional to the universal supports provided to all schools, such as the introduction of free school books and free hot school meals.
My department invests over €180 million annually to provide additional supports to almost 1,200 schools in the DEIS programme which supports approximately 260,000 students.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.
It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of neighbouring schools to different DEIS status does not mean that there is no educational disadvantage present in one school, but that the concentrated level of educational disadvantage of the two schools is different.
The DEIS programme is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, extra resources must be targeted as closely as possible at those students with the greatest level of need.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle disadvantage. A new DEIS Plan will be published in 2025. This plan will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
427. Deputy James Geoghegan asked the Minister for Education if she will identify every secondary school in Dublin 2,4,6 and 8 which has Politics and Society on their Leaving Certificate curriculum, in tabular form; and if she will make a statement on the matter. [15710/25]
View answerFrom September 2018, a new specification for Leaving Certificate, Politics and Society, was introduced as a full optional Leaving Certificate subject. Politics and Society aims to develop the learner’s capacity to engage in reflective and active citizenship, informed by the insights and skills of social and p
olitical sciences. Politics and Society is organised in four strands, each structured around key concepts. These are:
• Strand 1 Power and decision-making
• Strand 2 Active citizenship
• Strand 3 Human rights and responsibilities
• Strand 4 Globalisation and localisation
Politics and Society is characterised by an exploration of different ideas about the most appropriate means and ends of human participation in civic, social and political life. Learners take certain issues and look at them in their own local context, then also consider them in a broader context: through this they engage in comparative study. Over the course of their studies, learners engage with a balance of national, European and wider-world contexts and with both qualitative and quantitative data. One of the key objectives of Politics and Society is to develop an understanding of and a respect for human rights and responsibilities, for human dignity and for democratic modes of governance.
Attached is a list of all Post Primary schools in Dublin which currently offer Politics and Society as a subject for the Leaving Certificate. This is based on the number of students registered in the subject in each school in the annual October returns.
Dublin post primary schools offering leaving certificate politics and society 2024-25
428. Deputy Carol Nolan asked the Minister for Education if she will engage with a request to review the Phase 2 scope of works by a school (details supplied); and if she will make a statement on the matter. [15711/25]
View answerThe school to which the Deputy refers was granted funding under my Department's 2022 Additional Schools (ASA) Scheme to provide 1 Mainstream classroom, 1 SET room, 1 Graphics room, 1 Technology room and prep area and 1 project store. The school were also requested to master plan for 1 PE hall for consideration in the future.
I can confirm that my Department received a request from the school authority for additional scope to include a PE Hall and reconfiguration works. An assessment was carried out and it is my department’s view that the school required an additional two classrooms to cater for its current cohort which could be added to the existing ASA accommodation that will be delivered, and this was conveyed to the school in September 2024.
The purpose of the ASA scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area. A request for a PE Hall does not come within the remit of the ASA scheme.
Since 2020, my department has invested over €5.8 billion in our schools throughout the country, involving the completion of over 1,300 school building projects.? Between projects currently under construction and projects moving to construction in the coming months, investments by the Department of Education are adding over 600,000 square metres of new and modernised capacity to our school estate.??
A future strengthened focus on refurbishment of existing school stock will have different strands and will include a PE build and modernisation programme which will enable students in post-primary schools to have access to appropriate facilities to support PE provision, particularly also in the context of the roll-out of PE as a leaving-certificate subject. Enhanced and modernised PE facilities will also provide important amenities for local communities.
However, the main focus of the Department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs.
The Department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects the Department’s fundamental objective of ensuring the availability of a school place for every child.
The overall position with regard to potential modernisation and replacement of existing school infrastructure will be kept under review as capital funding allocations for future years are clarified.
429. Deputy Réada Cronin asked the Minister for Education if a school (details supplied) has applied for an autism spectrum disorder class with the National Council for Special Education; and if she will make a statement on the matter. [15753/25]
View answerThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest. However, it is not always possible to open a special class in every school that expresses an interest.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 352 of these classes have already been sanctioned for the 2025/26 school year. Of these 14 are in County Kildare, 11 at primary and 3 at post primary level. These will be added to the 131 special classes currently in operation in the county.
In County Kildare and indeed nationwide, the NCSE continue to engage intensely with schools and school patron bodies to confirm further classes. As the NCSE progress the sanctioning of the remaining special classes they will inform parents.
Where new special classes have been sanctioned, I would urge schools to progress the admission of students as soon as possible to ensure that the NCSE can continue to evaluate demand in local areas, sanction classes as required and assist parents in securing a school place.
Schools not sanctioned this year will remain as a potential option for future classes. Local SENOs remain available to assist and advise parents of children with special educational needs.
Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local SENOs are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENOs directly using the contact details available on the NCSE website.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
430. Deputy Réada Cronin asked the Minister for Education the length of time it takes to process an application for a special transport grant; how many special transport grants applications have been received in the last five years, in tabular form; and if she will make a statement on the matter. [15754/25]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 172,500 children, are transported daily in approximately 7,900 vehicles across 10,300 routes daily to primary and post-primary schools throughout the country. These daily trips cover over 100 million kilometres. This figure includes over 143,800 pupils travelling on primary and post primary services, 21,700 pupils with special educational needs, and 6,800 pupils who have arrived in Ireland from Ukraine.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
The total expenditure on the scheme in 2024 was €512m.
The National Council for Special Education through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my Department on the suitability of placements for children with special educational needs.
A pupil with special educational needs is eligible for school transport if s/he is attending the nearest recognised mainstream school, special class / special school or unit, that is or can be resourced, to meet the child's special educational needs under Department of Education criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
Parents should contact their school principal who will assist in making an application for school transport to the SENO that is affiliated with the school the child is attending.
Where an application has been made and there is no existing service that can accommodate an eligible child on a dedicated school transport service or, where difficulties arise sourcing a suitable school transport services, the Department sanction a Special Transport Grant to assist with the cost of making alternative transport arrangements.
The grant is effective from the date an application for transport was first made for an eligible pupil. If the application is made in advance of a pupil starting in a school, once approved, it will be payable from the date they commence attendance. An application for transport under the scheme must be made and the pupil must be deemed eligible before a grant will be considered. It is not the Department’s policy to make retrospective payment of grant aid.
The rate of grant for the 2024/25 school year is 41.80 cent per kilometre for the first 6,437 kilometres and 31.78 cent per kilometre thereafter.
This grant is calculated based on the number of days an eligible child attends school, which is confirmed by the school by completing a statement of attendance form. This form must be signed by the school principal and forwarded to the School Transport Section in advance of any payment being made.
If a family who is offered the Special Transport Grant (STG) wishes to accept the grant, they must complete the Special Transport Grant Return Form confirming this option and return it to the School Transport Section of my Department.
To ensure that payments are processed in an efficient and timely manner payments are processed three times are year; November, March and year end. Otherwise, one payment will be made to cover the full school year during the summer months.
Payments can only be processed when correctly completed Statement of Attendance forms are returned and payee details are up to date.
As Special Transport Grants are offered to families, there is no application process for the STG, and therefore it is not possible to provide the number of applications made for Special Transport Grants. However, the number of Special Transport Grants that have been paid in the past 5 years can be provided and is detailed in the table attached.
431. Deputy Barry Heneghan asked the Minister for Education if her Department will engage directly with a school regarding the urgent need for an on-site, after-school service for all students attending the school; if she recognises the significant strain on working parents due to the lack of after-school care; and if she will consider introducing a transport scheme to help families access alternative providers where local options are unavailable. [15760/25]
View answerThe programme for Government commits to expand the provision of after-school and childcare in school buildings and campuses, in tandem with the school building programme, to provide better access for parents and communities.
My Department supports and encourages the use of school buildings for community and recreational purposes, where feasible, including the provision of early learning and childcare services.
The use of school property and sports facilities by the local community can support the social fabric of community life and help to serve the need for new community facilities in areas where there has been a strong rollout of residential developments.
The use of school facilities also supports an active and healthy lifestyle for communities in line with the Healthy Ireland policy.
The process of reviewing the 2017 “Guidelines on the use of School Buildings outside of School Hours” was completed in early 2024 and the revised “Procedures on the use of School Property and School Sports Facilities outside of School Hours” was published in June 2024.
The procedures are available for each school to refer to for guidance.
432. Deputy Barry Heneghan asked the Minister for Education if her Department is assessing the case for urgent action in respect of the health and safety concerns regarding the condition of a school (details supplied); and if she will make a statement on the matter. [15762/25]
View answerThe school in question submitted an application for funding under the Emergency Works Scheme (EWS) for external environment works. The EWS operates on the basis of a minimal scope of works required to remedy an emergency situation and, on this basis, the school was advised to submit a revised scope of works with an accompanying itemised cost breakdown.
Once this has been received the EWS team will review the revised application and will engage further with the school as appropriate. The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
433. Deputy Conor Sheehan asked the Minister for Education her views on the changes to the financial requirements for students arriving into the country under a Stamp 2 visa to €6,665 as proof of funds, and the effect that this will have on the viability of English language schools; if her Department intends to provide additional supports to guarantee the future viability of English language schools; and if she will make a statement on the matter. [15771/25]
View answerI wish to inform the Deputy that financial requirements for students arriving into the country under a Stamp 2 visa does not fall under the remit of my Department.
434. Deputy Michael Collins asked the Minister for Education if she is aware that the Diocese of Cork and Ross is running a pilot programme in State-funded primary schools whereby a US evangelical Catholic organisation (details supplied) is facilitating retreats for children participating in the sacrament of confirmation; who is providing the funding for this organisation; the kind of visas being provided to these self-styled missionaries; her views on this occurring during the school day in taxpayer-funded schools; and if she will make a statement on the matter. [15779/25]
View answerThe patron of the school (person or body that manages a school) determines the ethos and characteristic spirit of the school. The patron also appoints the Board of Management to manage the operation of the school. The development and implementation of the curriculum in religious education in both primary and post-primary schools is the responsibility of the patron.
The Education Act recognises the rights of the different patrons to design programmes in religious education and to supervise their teaching and implementation. It is the responsibility of each school to provide a religious education that is consistent with its ethos, while at the same time being flexible in making alternative organisational arrangements for those who do not wish to avail of the particular religious education it offers.
At primary level, there are a number of patrons’ programmes within the primary school system reflecting the diversity of patronage. Some of these are denominational or religious in nature, emphasising the place of children’s faith, spiritual and moral development in their lives. Other patrons’ programmes are ‘ethical’ in nature and emphasise fostering children’s understanding of ethics and values.
In the implementation of the patron’s programme every school has autonomy to choose the resources that best suits their context.
435. Deputy Matt Carthy asked the Minister for Education if she will review the decision to exclude a school (details supplied) from the DEIS band 1 programme considering all other schools in the catchment area are within that programme; the process that resulted in this school's exclusion; and if she will make a statement on the matter. [15801/25]
View answerTackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education, and for the Government. The DEIS programme is a key policy of Government to tackle concentrated educational disadvantage at school level. It provides a targeted range of supports and is additional to the universal supports provided to all schools, such as the introduction of free school books and free hot school meals.
My department invests over €180 million annually to provide additional supports to almost 1,200 schools in the DEIS programme which supports approximately 260,000 students.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.
It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of neighbouring schools to different DEIS status does not mean that there is no educational disadvantage present in one school, but that the concentrated level of educational disadvantage of the two schools is different. Gender of students, ethos of the school or the designation of a school as single or mixed is not a factor in the DEIS identification model.
The DEIS programme is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, extra resources must be targeted as closely as possible at those students with the greatest level of need.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle disadvantage. A new DEIS Plan will be published in 2025. This plan will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
436. Deputy Carol Nolan asked the Minister for Education the status of a person's application for a school transport remote area grant (details supplied); and if she will make a statement on the matter. [15812/25]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 172,500 children, are transported daily in approximately 7,900 vehicles across 10,300 routes daily to primary and post-primary schools throughout the country. These daily trips cover over 100 million kilometres. This figure includes over 143,800 pupils travelling on primary and post primary services, 21,700 pupils with special educational needs, and 6,800 pupils who have arrived in Ireland from Ukraine.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
The total expenditure on the scheme in 2024 was €512m.
Bus Éireann has advised that the children referred to by the Deputy are eligible for school transport, however there is no service available from where these pupils reside to the schools they are attending.
Children who are eligible for school transport but for whom no service is available may be offered the Remote Area Grant towards the cost of making private transport arrangements. The Remote Area Grant is also payable for eligible children who may have to travel 3.2kms or more to or from a designated pick up/set down point. Grants are paid at the end of the school year and is based on their attendance for that particular school year.
School Transport Section of my Department will liaise with the family referred in this regard at the end of the 2024/25 school year.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
437. Deputy Pat Buckley asked the Minister for Education if she will intervene in the case of a child (details supplied) and allocate them a place in an early intervention class. [15823/25]
View answerEnabling children with special educational needs to fulfil their full potential is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply.
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
Through the accelerated provision of additional special class and special school places over recent years, there are now just over 28,000 students enrolled in special classes and special schools. Budget 2025 provides for an additional 2,700 specialist places, made up of 400 new special class and 300 additional special school places. On top of this, there will be over 1,000 places available through the normal annual movement of students progressing from primary to post-primary and students graduating from post-primary or special schools. There also remains special class vacancies in some areas of the country.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 352 of these classes have already been sanctioned for the 2025/26 school year. Of these 51 are in County Cork, 33 at primary and 18 at post primary level.
There are 614 special classes currently in operation in the county. There are also 16 special schools in Cork with approximately 1,000 students enrolled. One of the five new special schools for the 2025/26 school year will open in North Cork. This school will open for enrolment shortly.
In County Cork and indeed nationwide, the NCSE continue to engage intensely with schools and school patron bodies to confirm further classes. As the NCSE progress the sanctioning of the remaining special classes they will inform parents.
Where new special classes have been sanctioned, I would urge schools to progress the admission of students as soon as possible to ensure that the NCSE can continue to evaluate demand in local areas, sanction classes as required and assist parents in securing a school place.
Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local SENOs are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENOs directly using the contact details available on the NCSE website.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
438. Deputy Seán Ó Fearghaíl asked the Minister for Education if a person (details supplied) can get assisted technology and an SNA, following recommendation by the occupational therapist after assessment; and if she will make a statement on the matter. [15824/25]
View answerThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
Special need assistants (SNAs) are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the children enrolled whom SNA support has been allocated. This provides schools flexibility in how the SNA support is utilised.
The NCSE will shortly publish SNA allocations for the 2025/26 school year. If a school feels like it has insufficient SNA support to meet the needs of its students an application can be submitted to the NCSE requesting a review of its allocation. Detailed information on the NCSE's SNA review process is published on the NCSE's website. Each case is individually assessed and is based on the student profile of each school.
The Assistive Technology Scheme is provided by my department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes and is a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system.
Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools may make an application for such equipment to the NCSE under the terms of this scheme.
Schools make applications directly to the NCSE, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the student to access the curriculum.
A review of the scheme is currently undergoing. It is expected that the scheme will transition from a diagnosed-based system to a needs-based, child-centric system, better aligning with departmental policy. The review is expected to be completed this year with another key goal of this review being to streamline the application process.
My department and the NCSE 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.
439. Deputy Rory Hearne asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media the timeframe for implementation of the register for short-term lets, such as a company (details supplied); and if he will make a statement on the matter. [15054/25]
View answerThe General Scheme of the Registration of Short Term Tourist Letting Bill was approved by Government and published in December 2022. This Bill provided for the establishment of regulatory controls, including a register for all Short Term Letting (STL) properties.
Following a legally required notification of the General Scheme to the European Commission under the Technical Regulations Information System (TRIS) EU Directive 2015/1535 (that requires EU Member States to notify the Commission of any draft technical regulations concerning products and information society services before they are adopted in national law), a standstill period was imposed by the Commission, until December 2023, as work was underway to agree the EU Short Term Rental Regulation to enable a unified approach to regulation across the EU.
The EU Short Term Rental (STR) Regulation was adopted on 14 April 2024 and is applicable from 20 May 2026. The General Scheme approved in December 2022 has been revised to give effect to the provisions of the STR Regulation. The revised and retitled Short Term Letting and Tourism Bill General Scheme requires Government approval to proceed with drafting of the Bill and to conclude the TRIS process.
The Department of Housing, Local Government and Heritage has committed to developing Planning Guidelines for the short-term letting sector to supplement the introduction of the STLT Bill. This guidance is intended to provide clarity and certainty on the planning permission requirements in respect of short-term letting properties in order that property owners will have a greater understanding of the planning requirements well in advance of the final enactment of the STLT Bill.
440. Deputy Joanna Byrne asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media if he has been advised by the Board of the National Library of Ireland of the reason that the Office of the Chief Herald of Ireland has been unable to accept applications from the public and members of the Irish diaspora for the provision of heraldic services; and if he will make a statement on the matter. [15197/25]
View answer441. Deputy Joanna Byrne asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media the measures his Department will take to ensure that the Board of the National Library of Ireland has sufficient resources to provide the State's heraldic services in accordance with sections 12 and 13 of the National Cultural Institutions Act 1997; and if he will make a statement on the matter. [15198/25]
View answer442. Deputy Joanna Byrne asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media his plans to bring forward amending legislation to provide for the regularisation and confirmation of the legislative status of the grants of arms made by the Chief Herald's of Ireland between 1 April 1943 and 3 May 2005 when the National Cultural Institutions Act 1997 was commenced, and during which period the State had no legislative authority to grant arms as confirmed by successive Attorneys General; and if he will make a statement on the matter. [15199/25]
View answerI propose to take Questions Nos. 440, 441 and 442 together.
While my Department provides funding to the national cultural institutions, the management and board of each institution are responsible for all operational matters and I do not have a statutory function in this regard.
Heraldic responsibility for Ireland was historically under the remit of the Office of the Ulster King of Arms, founded in 1552. However since 1943, the Office of the Chief Herald of Ireland has operated as part of the National Library of Ireland, with responsibility for the granting and confirming of arms to individuals and corporate bodies in Ireland. The National Cultural Institutions Act of 1997 sets out the statutory functions of the Office of the Chief Herald of Ireland.
The National Library of Ireland is a statutory agency under the aegis of my Department and its funding allows the Library to carry out its functions as the library of record for Ireland. The National Library has not raised any concerns with my Department about the legal status of grants of arms made prior to 2005.
In 2025 the Exchequer allocation to the National Library of Ireland for current expenditure was increased by almost 6%, to €10.334 million, and €478,000 in funding was also provided for ongoing capital expenditures.
