Written Answers Nos. 381-400
381. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Youth if she will consider lifting the complete ban on persons over 70 providing school transport under the free school transport scheme, and allowing persons to participate provided they pass appropriate health checks; and if she will make a statement on the matter. [70230/25]
View answerThe School Transport Scheme is a substantial national operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to all Bus Éireann road passenger services.
The policy and criteria also apply to drivers nominated by private operators who operate services as part of the School Transport Scheme, provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70.
Under the new Programme for Government, a commitment has been made to "Carry out an independent assessment on the feasibility of removing the exclusion of drivers aged over 70 from the School Transport Scheme".
There is ongoing engagement between the Department and Bus Éireann to advance this commitment as quickly as possible, while also being cognisant of available evidence regarding any safety risks in the context of any change in policy.
382. Deputy Michael Murphy asked the Minister for Education and Youth if she will provide an update on the ongoing dispute involving school secretaries and caretakers; the current status of engagement between her Department, Fórsa and other stakeholders; the steps being taken to resolve outstanding issues relating to pay, conditions and the implementation of prior agreements; and if she will make a statement on the matter. [69016/25]
View answerRecognising the vitally important role of secretaries and caretakers within school communities, Department officials have been working intensively with stakeholders, with the Workplace Relations Commission (WRC) and with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, to establish a platform for meaningful discussion and resolution.
I believe that all parties have a responsibility to make sure that these talks succeed and that both sides must come together with an open mind without preconditions or pre-conceived ideas of a final outcome.
My Department has been engaging with Fórsa over the past number of weeks under the auspices of the WRC. The matter has now been referred to the Labour Court, and a hearing will take place on 12 January 2026. The parties remain in process, and my Department remains committed and ready to engage with Fórsa to reach a resolution on this important matter. As with any industrial relations process the matters under discussion are confidential until this process concludes.
383. Deputy Mattie McGrath asked the Minister for Education and Youth the number of children nationwide who sought a letter of eligibility for a place in a special class or special school through the parents notify portal, before the deadline of 1 October 2025, with a breakdown of each county; the number seeking a letter of eligibility for a place in a special class and special school in South Tipperary; the number of children who have been issued with a letter of eligibility in South Tipperary; and if she will make a statement on the matter. [69027/25]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
The NCSE is currently undertaking an analysis of the information provided through the Parents Notify process which closed on 1 October to plot demand for specialist places for the 2026/27 school year.
The NCSE will have a clear picture of the local demand for special class places for the 2026/27 school year after they review and assess all of the information which has been provided through the parents' notification process which closed on 1 October.
It is the aim of the NCSE to sanction the majority of new special classes by 31 December 2025. This is four months earlier than last year and will bring clarity and certainty for both parents and schools as to where new classes will be located.
This new timeline was publicised widely and communicated with schools and special education advocacy groups and parent representative bodies. The NCSE also undertook a lot of work at local level to ensure that families were aware of the timeline and process.
The NCSE report a very significant level of engagement and contact from families before 1 October.
Once this analysis is complete, the NCSE will be equipped to engage with schools to open new special classes in relevant areas.
With any date for applications for supports, it is important that those who come forward after that date are assured that they are not forgotten or excluded from the system. I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October in their existing placement with appropriate supports, however, it is important for planning purposes that an earlier timeframe is worked to in which the NCSE has as much local knowledge and detail as possible in order to plan what new provision is required.
For the 2025/26 school year the NCSE advise that a small number of special class places remain in most counties for those still seeking placement. While these places may not be in a preferred school, vacancies do exist.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
384. Deputy Eamon Scanlon asked the Minister for Education and Youth the current status of an additional needs application from a school (details supplied) in County Sligo; and if she will make a statement on the matter. [69065/25]
View answerThe school to which the Deputy refers was approved to enter the department’s pipeline for a project under the Additional School Accommodation (ASA) Scheme. The project will provide three general classrooms, a science room with preparation area, a construction room with preparation area, a home economics room, a graphic design laboratory, a music room, a project store, two SET rooms, ancillary accommodation, and a one-classroom SEN base.
The project was devolved to the Mayo Sligo Leitrim Education Training Board (MSLETB) for delivery.
The Department is awaiting the submission of the post-planning (Developed Design) report for review. Department officials have already engaged directly with the design team and MSLETB to address a planning-related query raised by MSLETB, and there are currently no outstanding queries with the Department. We will continue to work closely with MSLETB to provide guidance and support as this ASA project progresses.
385. Deputy Ged Nash asked the Minister for Education and Youth if her attention has been drawn to an issue caused by the lack of a late application process for notifying the NCSE of a child’s requirement for a place in a special class or school, and that parents who were not aware of the notification process or had a children born after the 30 September deadline are being left without a way to enrol their child in school for September 2026; the plans to deal with these cases; and if she will make a statement on the matter. [69097/25]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
I understand that this earlier date of 1 October for the Parents Notify process does not suit every family. However, this earlier date was introduced to support forward planning and to equip the NCSE with timely local information on students who are seeking a specialist placement on entering the education system for the first time, who are transitioning to post-primary specialist places or leaving school.
This information is critical in matching the location of special provision to known demand. The earlier date coincides with when schools begin enrolment processes. Many mainstream schools, particularly at post-primary level commence admissions processes for the following school year on 1 October. It therefore provides parents with an opportunity to enrol in existing classes.
The NCSE aims to sanction the majority of new special classes for the 2026/27 school year by 31 December 2025, four months earlier than last year. This will bring a level of clarity and certainty to both parents and schools as to where new classes will be located. It will also afford greater lead in times for schools that require repurposing or major building works to get works complete and allow schools to recruit staff and undertake the training needed so that children are fully supported in these placements.
While there are very valid reasons for the earlier closing date, it is also important that those who come forward after that date are assured that they are not forgotten or excluded.
I would like to stress that the NCSE will continue to support all children made known to them after the October deadline. However, it is critical that the NCSE has as much local information as possible as early as possible to effectively plan new provision.
For the 2025/26 school year the NCSE advise that a small number of special class places remain in every county in the country for those still seeking placement.
386. Deputy Rose Conway-Walsh asked the Minister for Education and Youth for an update on her Department’s progress in establishing a school (details supplied) whose application was lodged in November 2023; and if she will make a statement on the matter. [69118/25]
View answerI fully support the important role that Irish-medium education plays in the promotion of the Irish language. We have committed in the Programme for Government to expanding opportunities for pupils and students to attend Gaelscoileanna and Gaelcholáistí, to establishing Gaelscoileanna and Gaelcholáistí where there is demand, and to supporting parents choosing Irish-medium education for their children.
A new Policy for Irish-medium Education outside of the Gaeltacht was recently published by my department. A taskforce on models of provision for Irish-medium education has been established as a key action under the policy. This taskforce is facilitating collaboration between my department and stakeholders to examine the various models of Irish-medium education and to identify ways to increase the provision of Irish-medium education. Consideration of teacher supply for Irish-medium schools will be a crucial factor in the work of the taskforce and in the provision of high-quality education in the sector.
The work of this taskforce will inform the approach in considering the Irish-medium post-primary provision in areas such as Castlebar. In every area, the proximity and capacity at existing Irish-medium provision will form part of the consideration. The current good capacity at Coláiste Muire, Tuar Mhic Éadaigh, which provides post-primary education through the medium of Irish, will be relevant when examining the requirement for additional provision in the Castlebar area.
387. Deputy Barry Heneghan asked the Minister for Education and Youth the measures her Department is taking to address the increase in Irish language exemptions and to ensure that the operation of the exemption system remains consistent with national policy objectives for Irish language learning, in view of the ongoing implementation of the Action Plan for the Irish Language; and if she will make a statement on the matter. [69128/25]
View answerThe Department of Education and Youth is committed to the Irish language as a core element of the school curriculum. Irish is a vital part of our national identity and educational heritage, and its promotion remains a key priority.
In certain circumstances, a primary or post-primary student may be granted an exemption from the study of Irish. School management holds the authority to grant an exemption in accordance with the criteria set out in Circulars 0054/2022 (Primary) and 0055/2022 (Post Primary). Circulars were published in September 2019 informed by an Inspectorate review of the 1990’s circulars and following a detailed and comprehensive consultation process. This report is available on the webpage: www.gov.ie/en/service/irish-exemption. The 2019 circulars were further adjusted following a further review resulting in the current circulars.
My department has engaged directly with schools on the issue of exemptions from the study of Irish.
The number of exemptions from the study of Irish held by students should be seen in the broader context:
• School enrolments at post-primary level have increased from 362,899 in 2018/19 to 425,411 in 2024/25, representing an increase of 17% at post-primary level.
• In 2024/25, there were 56,555 non-Irish nationals enrolled in post-primary schools.
• Over 17,000 students from Ukraine are currently enrolled in our schools, over 10,000 at primary level and over 7,000 at post-primary.
• The number of children with more complex special educational needs is increasing and this is evidenced by the almost 1,700 new special classes that have been provided in mainstream schools over the last five years and special school enrolments are increasing by 300 each year.
• There are almost 28,000 students with special educational needs enrolled in special classes and special schools in the 2024/2025 school year. This equates to almost 3% of our overall primary and post-primary student population.
The new Action Plan for Irish in English-Medium Schools published in November 2025 focuses on the key elements that make a difference to language learning. These include fostering positive attitudes, teaching Irish as a language, giving more opportunities to use Irish and the use of inclusive approaches that ensure that all children and young people experience success in their learning of Irish in accordance with their needs and ability.
My department is also strengthening supports for Irish language education more generally through a number of means including:
• A new policy on Irish-medium education outside of the Gaeltacht was published in November 2025.
• Redeveloped Irish language curricula at primary and Junior Cycle level and work ongoing at senior cycle level.
• Supports and resources provided through An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG) including very successful upskilling Irish language classes, a guidance toolkit which promotes careers and third level education opportunities with Irish, development of Irish resources to support learners with special educational needs, the development of An Tairseach, a portal to provide access to resources for Gaeltacht and Irish-medium schools and resources to support PE through Gaeilge for which over 1,000 primary schools have registered to access to date.
• Teacher education and training including empowering teachers to use differentiated approaches in teaching the Irish language, in order to support children and young people with a diversity of needs.
• Funding to Foras na Gaeilge to progress a number of initiatives including the Gaelbhratach programme, further development of Seideán Sí and the development of an Irish/ Irish Dictionary, the first tranche of which will be launched by an tUachtarán, Catherine Connolly, tonight (9/12/25).
• Ongoing work on the Content and Language Integrated Learning (CLIL) project in conjunction with the department’s support service OIDE and COGG. 290 primary schools are receiving sustained CLIL support in 2025/26 including 164 new schools.
• Ongoing teacher professional learning provided by Oide, my department’s professional learning support service.
The Government recognises the importance of a strong education system in supporting access for all students to Irish language and culture and its significant role in the revitalisation and maintenance of Irish in Gaeltacht communities and beyond. Officials from my department and agencies will continue to review and reform the learning and teaching of Irish and increase access to Irish-medium education through the school patronage process as appropriate. It is an aim of Government to increase on an incremental basis the use and knowledge of Irish as a community language, this has been re-affirmed on a number of occasions by the State, including most recently in the 20-Year Strategy for the Irish Language 2010-2030.
388. Deputy George Lawlor asked the Minister for Education and Youth the reason a school that meets all of the nationally established criteria for inclusion in a School Completion Programme (SCP) cluster (details supplied) continues to be excluded from an SCP cluster; the process by which such schools can be admitted to an existing SCP cluster; the reason that schools with demonstrably high levels of need are repeatedly overlooked, resulting in the withholding of essential educational and attendance supports from some of the State's most disadvantaged children; and if she will make a statement on the matter. [69129/25]
View answerThe School Completion Programme(SCP) is a key support under my departments Delivering Equality of Opportunity in School programme (DEIS). SCP is an integral part of the DEIS plan and will continue to play a critical role in supporting children of school going age to stay in school for longer and to tackle rising rates of absenteeism.
Access to SCP is available to DEIS Post Primary, DEIS Urban Band 1 primary and DEIS Urban Band 2 primary schools.
The school referred to by the Deputy is a Rural DEIS primary school.
Rural DEIS primary schools do not currently have access to the SCP, however the DEIS programme and associated allocation model does provide additional resources to primary schools classified as DEIS rural schools, albeit at a lower level. Amongst other supports, the school in question benefits from additional funding in the form of a DEIS grant and can use this funding to mitigate educational disadvantage in line with the school’s DEIS planning process.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools are not required to apply for inclusion in the DEIS programme, and the model is applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.
My department is committed to narrowing the performance gap between DEIS and non-DEIS schools and introducing innovative solutions to address disadvantage. A new DEIS Strategy will be published in early 2026. The new DEIS Strategy 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.
The DEIS Plus scheme will provide additional support to schools with the highest levels of need, in line with the Government’s commitment. It will target a cohort of schools with high concentrations of children and young people experiencing intergenerational disadvantage where there is a significant gap in outcomes and there are barriers to those children and young people achieving their potential.
The process to identify schools for inclusion in DEIS Plus will be evidence-informed, using available data. The details of the DEIS Plus scheme are currently being finalised within an overall programme of work to tackle educational disadvantage and will be outlined in the new DEIS Strategy, which my department intends to publish in early 2026. Any future expansion of the DEIS programme and inclusion in the DEIS Plus scheme will be considered with the context of the new DEIS Strategy and the availability of resources.
It is my intention that this work will strengthen the greater integration of the supports provided to address educational disadvantage and will support those children and young people most at risk of early school leaving.
389. Deputy Brian Brennan asked the Minister for Education and Youth for an update on future expansion and admission plans for a school (details supplied); and if she will make a statement on the matter. [69134/25]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for children with special educational needs.
It is important to remember that the majority of children with special educational needs are supported to attend mainstream schools with their peers. For children with more complex educational needs special classes can be provided and for children with the most complex educational needs a special school place can be provided.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October was set for parents to do so.
This notification process will provide the NCSE with valuable information as to which children will continue to require a special class as they progress to post-primary level and details on students who require a place for the first time.
The earlier date will allow for earlier sanctioning of classes for the 2026/27 school year, and it is the aim of the NCSE to sanction the majority of new special classes by 31 December 2025.
The NCSE will have a clear picture of the local demand for special class places for the 2026/2027 school year after they review and assess all of the information which has been provided through the parents' notification process which closed on 1 October.
Once the NCSE has fully collated and assessed this information, the NCSE will be in a position to engage with schools across the country to open new special classes. The NCSE will also have due regard to any vacant places in existing special classes in an area and any places that will become available through the normal movement of children leaving primary or post-primary school.
I would like to stress that the NCSE will continue to support all children made known to them after the October deadline also, however, it is important for planning purposes that we set an earlier timeframe for which the NCSE has as much local knowledge and detail as possible in order to plan what new provision is required.
My department and the NCSE continue to forward plan to provide further new special schools and expand existing special schools where there is a need for additional capacity.
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, including in County Wexford and engage with relevant schools in this regard.
390. Deputy Claire Kerrane asked the Minister for Education and Youth when a decision will be made regarding a school (details supplied); and if she will make a statement on the matter. [69179/25]
View answerThe project referred to by the Deputy has been devolved for delivery to the Laois Offaly Education Training Board (LOETB).
The project is currently at Stage 2A of the architectural design process. In Quarter 2 2025, a Stage 2A report was submitted to the Department for review and is undergoing an intensive review from both a technical and cost perspective in accordance with the requirements of the Public Spending Code.
LOETB have proposed an option to acquire an alternative site for this project. This proposal has been reviewed by the Department and following further engagement, LOETB are now finalising cost comparisons on the two sites.
In July, the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my Department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs. It is planned that circa 80 school building projects will progress to construction across 2026 and 2027 as part of a 2-year rolling programme.
All Government Departments are expected to publish their sectoral NDP Implementation Plans shortly. My Department’s plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
391. Deputy Cormac Devlin asked the Minister for Education and Youth the status of a case (details supplied); if a review of the case can be undertaken; and if she will make a statement on the matter. [69212/25]
View answerThe National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
The NCSE advise that there are four schools closing in June 2025 and consequently the special need assistant (SNA) posts have been removed. No other SNA post will be removed from any other schools for the 2025/26 school year.
While the NCSE has identified at this time approximately 70 posts in schools where the care needs have reduced, in preparation for the SNA Redeployment scheme currently in development it is not intended that these posts will be removed from a school’s overall allocation until the end of the 2025/26 academic year.
This will allow for the SNAs involved to continue to support the school community for an additional year at which point the recently announced SNA re-deployment scheme will become fully operational and available to the affected SNAs.
392. Deputy Cormac Devlin asked the Minister for Education and Youth the number of schools that have applied for retrofitting under the REPowerEU pathfinder programme to date; the number of these applications from Dublin; the current stage of these schools in the process; when the next round of announcements for retrofitting projects under the programme will be made; and if she will make a statement on the matter. [69214/25]
View answer393. Deputy Cormac Devlin asked the Minister for Education and Youth the way in which schools can apply for retrofitting under the REPowerEU pathfinder programme; the way in which applications are assessed; the criteria used in determining eligibility and priority; the way in which schools are ultimately selected for inclusion in the programme; and if she will make a statement on the matter. [69215/25]
View answerI propose to take Questions Nos. 392 and 393 together.
My Department successfully secured REPowerEU funding to expand the School Pathfinder Decarbonisation and Retrofit Programme during summer 2025. The Department’s submission drew on data collected through the Energy Inventory Pilot, this pilot did not include the Dublin area, the pilot included counties Kildare, Meath, Offaly, Wicklow and Wexford.
A condition of the funding from the RePowerEU Programme was that the works must be delivered within a specified timeframe. A total of 40 schools across these five counties were included in the initial assessment phase. The Programme targeted schools of a scale and size that enabled significant works to be completed within a single school term or summer holiday period. As such, the schools selected are typically eight- to ten-classroom primary schools and post-primary schools of similar floor area. Participation in the programme is by selection rather than by application.
As part of a risk management approach to ensure the achievement of Value for Money and the full utilisation of the EU funding within the tight timelines, a total of 40 schools participated in the planning and design stages of the programme on the agreed basis that not all projects would proceed to construction. This provided flexibility in managing risks such as planning delays, ESB Networks infrastructure requirements, and challenges in tendering or project delivery.
Each school underwent a detailed, staged assessment process with final decisions based on key criteria including technical feasibility, value for money, alignment with programme timelines and compatibility with the overall funding envelope. In the case of the schools that did not proceed to works at this stage, factors such as value for money, delays in securing planning permission and challenges during the tendering process influenced the outcome.
The typical works included in the programme entailed retrofit to achieve a minimum Building Energy Rating (BER) of B, through the installation of heat pumps, LED lighting and mechanical heat recovery ventilation. Fabric and airtightness upgrades will also be carried out, alongside the installation of electric vehicle chargers.
Of the 40 schools assessed, 28 were successfully brought to construction stage this summer.
This REPowerEU support represented a once-off allocation to Ireland, and therefore no additional schools will be added to this programme.
394. Deputy James Geoghegan asked the Minister for Education and Youth if the case of a person (details supplied) will be reviewed; and if she will make a statement on the matter. [69296/25]
View answerThe Department of Education and Youth aims to facilitate every individual through learning, to achieve their full potential and to ensure that the education system upholds the rights of every individual to receive an education appropriate to their needs.
To support this, there has been significant growth and investment in disability and special education related supports for students in Ireland. In 2025, €2.9 billion has been allocated, a €159 million increase on 2024. This funding will deliver up to 2,700 new special educational places, an additional 768 teachers and 1,600 special needs assistants. This will mean we will have over 44,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
Current Department of Education and Youth policy is based on a continuum of provision for children and young people with special educational needs, ranging from fulltime placement in mainstream settings to specialist provision, including special schools and classes.
Primary and post-primary schools make provision for students with special educational needs (SEN) through a continuum of interventions ranging from additional support teaching in mainstream schools through to more specialist placements either in a special class or a special school depending on the level of complexity of need. Schools are required to target their additional resources at those students requiring the greatest level of support. Children/young people do not require a psychological assessment or a diagnosis in order to access additional support at school.
A sensory room in a school can enhance and promote the health and wellbeing of the whole school with a focus on both the culture and the environment. It is a designated area within a school which can support a student’s sensory preferences and needs and can provide students with the individualised sensory input they need to self-regulate, so they can be better prepared for learning and interacting with others.
A sensory room is primarily intended for use by students within the school and is not confined to students within a specific classroom.
Such classrooms for pupils with special education needs are included as standard in the accommodation brief for new school buildings and major extension projects. The overall accommodation suite for students with special education needs also generally includes ancillary accommodation such as a Central Activities Space, a Multi Activity Room and Quiet Spaces as well as an outdoor Secure Play Area and Sensory Garden.
In order to make accommodation provision to meet the needs of students with special education requirements, the department has close engagement with the National Council for Special Education (NCSE) which has responsibility for coordinating and advising on the education provision for children nationwide. When the NCSE sanction a special class in a school, the school can apply to the department for capital funding to re-configure existing spaces within the school building to accommodate the class or to construct additional accommodation. Similarly, where special schools wish to expand provision, the school can apply to the department for capital funding to accommodate additional placements.
In addition to a sensory room, a school may have a calming space, the design of which is different to a sensory room. The calming space should be located within or directly off the classroom base and is intended as a safe quiet area that a pupil, under the supervision of a staff member, can access for a short period of time if they need some quiet time to themselves. The design of the space must allow staff to observe pupils unobtrusively from the classroom.
The calming space is designed to ensure that a student may choose to access to take a break or to help with regulation. Calming activities are made available to the student depending on their individual needs’ preferences, and may include items such as stress balls, books, soft toys, and/or noise cancelling headphones.
The NCSE have updated advice on sensory rooms in schools this year. The booklet titled 'Sensory Spaces in Schools', the content of the booklet is based on research evidence and the therapists’ professional experiences of working in schools. This booklet has been created to provide information on sensory processing and advice on the use of sensory spaces that should be used for general purposes. The booklet can be accessed on the NCSE website: www.ncse.ie.
The department are currently providing a “Towards Inclusion Programme”, it is intended as a first step in establishing closer links between the mainstream and special school system in Ireland or further developing existing links; these links to be rooted in the establishment of communities of practice which are focused on the provision of optimal teaching and learning experiences.
Finally, my department is currently Developing a Roadmap for Inclusive Education, with the aid of the European Commission’s Technical Support Instrument programme to take account of the National Council for Special Education’s policy advice on inclusive education and Ireland’s commitments under the United Nations Convention on the Rights of Persons with Disabilities. The roadmap is expected to be finalised in Q1 2026.
395. Deputy Roderic O'Gorman asked the Minister for Education and Youth the position regarding the emergency works application of a school (details supplied), to enable the numerous leaks in the school roof be repaired; and if she will make a statement on the matter. [69298/25]
View answerAs the Deputy may be aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS is a devolved process and operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
With respects to the school in question, funding was approved for roof works and this project is currently with the school to progress further.
396. Deputy John Paul O'Shea asked the Minister for Education and Youth if she will review the recent decision of the National Council for Special Education (NCSE) to close the early intervention (EI) class in a school (details supplied) for the 2026-2027 school year; the rationale provided by the NCSE for refusing the school’s request to retain its existing EI class in addition to establishing a new junior ASD class; if she will urgently reconsider this decision in view of the proven benefits of early intervention for autistic children, the existing waiting list for the EI class, and the absence of other such provision in the area; and if she will make a statement on the matter. [69302/25]
View answerThe National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. Deputies are welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
There has been a significant increase in resources and supports provided to children with additional needs accessing the Access and Inclusion Model (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 support at preschool level, the timeliness of this support ensures many transition into mainstream classes thereafter.
To further supplement the provision of services for these children my department 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. There are 159 early intervention classes nationwide, 3 of these were newly sanctioned for the 2025/26 school year.
These classes are intended to provide early support to children with the most complex of needs before they start school and aid their transition to junior infants. The vast majority of young children with additional needs are therefore 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. A professional recommendation for placement in such a class is also a requirement.
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. The approach taken depends on the prevailing circumstances and some classes continue to enrol a new cohort of children yearly.
Budget 2026 has secured funding for 3,000 new specialist places and the NCSE is currently examining where these places are best located for the 2026/27 school year. Where the 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.
397. Deputy John Paul O'Shea asked the Minister for Education and Youth the number of early intervention Early Intervention classes in place across the country from 2020–2025; to provide a breakdown of classes operational by county during this period; and if she will make a statement on the matter. [69303/25]
View answer413. Deputy Darren O'Rourke asked the Minister for Education and Youth if early intervention classes are being re-classified as primary autism classes in order to reduce the numbers of students looking for primary school places across the State; and if so, the measures that are being implemented to ensure that children who require access to an early intervention class are not left behind. [69744/25]
View answer416. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of early intervention classes across the State broken down by county, for each of the years 2020 to 2024 and to date in 2025. [69747/25]
View answerI propose to take Questions Nos. 397, 413 and 416 together.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, 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. 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. This trend has also been noted as students’ progress from primary level to post-primary.
The NCSE is the statutory body responsible for the provision of special education and allocating supports for children and young people with special educational needs. Where the 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. Three new Early Intervention classes were established for the 2025/26 school year. Generally, these classes are resourced at a 6:1 student/teacher ratio with two special needs assistants (SNAs) also allocated.
Early Intervention classes are available in mainstream and special school settings for children aged 3-5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants.
A list of schools with special classes, broken by location and class designation is annually published by the NCSE on their website: https://ncse.ie/special-classes. Also attached is a list of early intervention classes broken down by county for the school years 2020/2021 - 2025/26. While the number of Early Intervention classes continues to increase year on year, in some counties the number may have fallen. This normally reflects where the NCSE have redesignated the class as a primary special class to support the students transitioning from early years to primary school.
398. Deputy John Brady asked the Minister for Education and Youth if a letter of eligibility can be provided from the NCSE to a person (details provided), as they need to move to a special school setting; and if she will make a statement on the matter. [69313/25]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at [oireachtasqueries@ncse.ie].
399. Deputy Paul McAuliffe asked the Minister for Education and Youth the position regarding the new build for a school (details supplied); and if she will make a statement on the matter. [69327/25]
View answerThe major building project for the school referred to by the deputy is currently at Stage 2(a) of Architectural Planning – Developed Design, where the preferred design option is developed to a stage where the project can be fully cost planned, and prepared to lodge for statutory approvals.
This major project is being delivered under my Departments ADAPT Programme.
The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The brief for this project is to provide a new replacement 16 classroom primary school plus accommodation for pupils with special educational needs at the existing site in Finglas. The current school building will remain in operation until the replacement school is delivered and will be demolished thereafter.
My Department has reviewed the Stage 2(a) Submission. The Stage 2(a) Stakeholders meeting between the School Authorities, Design Team, Project Manager, and my Department, was held on 15th January 2025. The meeting concluded with a request for the Design Team to submit a Stage 2(a) Addendum report addressing issues raised by my Department at the meeting.
My Department have received the Stage 2(a) Addendum report. Upon review of the Stage 2(a) Addendum report, my Department will advise all Stakeholders regarding the further progression of the project.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs. It is planned that circa 80 school building projects will progress to construction across 2026 and 2027 as part of a 2-year rolling programme.
All Government departments are expected to publish their sectoral NDP Implementation Plans shortly. My department’s plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
400. Deputy Sorca Clarke asked the Minister for Education and Youth the number of students currently receiving their education through the medium of Irish, compared with the number receiving their education through the medium of English, at primary and post primary levels. [69329/25]
View answerIn academic year 2024-2025, which is the latest year we have final data available, 43,190 pupils were enrolled in Gaelscoileanna, with 14,199 pupils enrolled in Gaelcholáistí. Additionally 1,628 post-primary pupils were educated through the medium of Irish in an Aonad.
499,189 pupils were enrolled in English medium primary schools with 409,584 pupils enrolled in English medium post-primary schools.
