Dáil Éireann Debate, Tuesday - 18 November 2025
464. Deputy Mark Wall asked the Minister for Education and Youth the measures her Department is taking to ensure that every child with a disability can access a genuinely inclusive education in their local school with the necessary supports, staffing, and resources in place; and if she will make a statement on the matter. [63213/25]
View answer465. Deputy Mark Wall asked the Minister for Education and Youth the way in which her Department plans to address the decline in the number of early-intervention and special classes for children with additional needs in Cork; her Department’s plans and timelines for expanding provision in the county to address the identified shortfall and ensure equitable access for all children with additional needs; and if she will make a statement on the matter. [63214/25]
View answerI propose to take Questions Nos. 464 and 465 together.
The Department of Children, Disability and Equality has responsibility for provision of services to children of pre-school age. The Access and Inclusion Model (AIM) provided by that department, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme.
Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care.
This is keeping with the general policy position of supporting children with additional needs to access supports and services with their peers and siblings in their local community.
There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.
It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter.
To further supplement the provision of services for these children my department also provides a number of early intervention classes in mainstream and special school settings for children aged 3-5 years old with a diagnosis of autism. There are also a small number dedicated to children who are deaf/hard of hearing.
These classes are intended to provide early support to children with the most complex of needs before they start school and can aid their transition to junior infants. A professional recommendation for placement in such a class is also a requirement. Early Intervention classes are generally resourced with one special education teacher and two special need assistants (SNAs) to every six students.
The vast majority of young children with additional needs are supported to attend their local Early Childhood Care and Education (ECCE) setting and do not need to attend a primary school or special school to access early years support.
Where the National Council for Special Education (NCSE) identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class.
Many of the early intervention classes sanctioned to date have been reclassified as the children enrolled reach primary level age. This allows the children to remain in the class at the school they attended for early intervention, however, this it is not always the case, and some classes continue to enrol a new cohort of children yearly.
3,000 new specialist places will be created in our education system for the 2026/27 school year. The NCSE is currently examining the level of need by special class and special school type and where these places are best located.
However, it is important to remember that the vast majority of children with special educational needs are supported to attend mainstream classes with their peers. 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. This is accomplished by providing additional special education teachers and special needs assistant resources to mainstream classes, providing schools with enhanced capitation grants, assistive technology grants, the school transport scheme, dedicated training and guidance and resource documents designed to support children with special educational needs.
