Enabling children with special educational needs to receive an appropriate education is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
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 class and special school places are provided. This is in keeping with policy on an inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible.
Special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs in schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
SNA posts 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 has confirmed to my department that no school remaining open for the 2025/26 school year will lose an SNA post for the 2025/26 school year.
The NCSE issues guidance each year to schools regarding SNA reviews and the guidance for 2025/26 school year issued on the 12 September 2025. A school can apply to the NCSE at any time during the school year, as in previous years, for a SNA post allocation review where emerging or new care needs arise. An emerging care need for example would be changing care needs in their existing student enrolment, newly identified care need or a new enrolment(s) with care needs.
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.