Written Answers Nos. 528-547
529. Deputy Jen Cummins asked the Minister for Education and Youth the plans to reinstate the qualification allowance for teachers, particularly for training and further education in special education subjects; and if she will make a statement on the matter. [6102/26]
View answerThe Department of Education and Youth, along with other Departments across the public service, implemented the outcome of the public service-wide review of allowances and premium payments (September 2012) by the Department of Public Expenditure, National Development Plan Delivery and Reform (PER). This meant that many allowances were no longer payable to “new entrants” including Teachers. Among the allowances that had sanction for payment to new beneficiaries removed was the Diploma in Special Education allowance.
The current pay agreement, Public Service Agreement (PSA) 2024-2026, contains a local bargaining provision under which employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment. Over the course of recent collective agreements, amendments have been agreed which have seen the value of certain allowances previously withdrawn being integrated into “new entrant” teacher pay. Examples are the equivalent of an honour’s primary degree allowance and the PME allowance.
Additional amendments to teacher Terms and Conditions, including pay and allowances, can only be achieved through engagement and collective bargaining agreements between the Government and the Public Service unions. As this is one of the matters that may come under consideration under the local bargaining provision of the PSA 2024-2026 and as such matters under industrial relations processes are confidential to the parties it would not be appropriate to comment any further at this time.
530. Deputy Jen Cummins asked the Minister for Education and Youth the plans to incentivise further teacher training in relation to special education; and if she will make a statement on the matter. [6103/26]
View answerProviding inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide.
Central to Initial Teacher Education policy in Ireland is that all teachers teaching children with Special Educational Needs (SEN) should be qualified Primary or Post-primary teachers in the first instance.
Teachers undertake professional learning in a range of pedagogical, curricular and educational areas. Teacher Professional Learning (TPL) provided for teachers supports the inclusion of students with special educational needs in schools.
In March of this year, the Minister initiated a process to move towards a mandatory assessed placement period in a special education need (SEN) setting for all student teachers, supported by appropriate modules.
In seeking to gain a deeper understanding of the current landscape of school placement provision in special education settings, the Teaching Council conducted a survey across all Initial Teacher Education (ITE) providers in April of this year. The findings from the survey have been analysed and are being used to inform drafting of a guidance note for ITE providers.
This will hopefully support the Teaching Council’s decision-making in relation to the introduction of a two-week assessed student placement period in a special educational needs setting on an interim basis from September 2026 and the potential for its long-term inclusion in the revision of Céím, which are the agreed standards for the provision of ITE.
The move to mandatory assessed placements in special education settings builds on the already extensive changes to ITE in recent years to support a more inclusive education system.
In October 2020 the Teaching Council published revised Céim Standards for ITE. The revised standards place inclusive education as one of seven core elements which shall underpin all aspects of programmes of ITE. All new and existing ITE programmes were aligned with Céim from 2022.
In October 2024, the Teaching Council provided a report on the implementation of Céim, with a particular focus on inclusive education. The report provides a snapshot at system level of the range of approaches and innovative practice reflective of different contexts, in Higher Education Institutions, across the State.
On an annual basis, the department provides funding for two distinct categories of post-graduate programmes for existing Special Education Teachers:
Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.
Funded by the department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
Finally, the NCSE provides supports to teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level. The NCSE Support Service manages, co-ordinates and develops a range of supports in response to identified teacher training needs. This included Teacher Professional Learning (TPL). The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers.
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.
531. Deputy Jen Cummins asked the Minister for Education and Youth the plans to incentivise further training for SNAs in relation to special education; and if she will make a statement on the matter. [6104/26]
View answerMy department is fully committed to supporting the vital role that Special Needs Assistants (SNAs) play in our schools. This workforce provides essential support to students with additional needs, and their contribution to the educational experience of these students is deeply valued.
My department is currently advancing work on the first SNA Workforce Development Plan. The plan, which is scheduled for publication later this year, aims to bring clarity and direction to the SNA service through policy developments in five key areas:
Pillar 1: Review and Development of the SNA Role
Pillar 2: Establishment of a Quality Framework
Pillar 3: Establishment of an SNA Learning and Development Programme
Pillar 4: Supporting SNA Recruitment, Retention, and Diversity
Pillar 5: Development of a Communications Strategy
The plan is being developed in consultation with key stakeholders, including SNAs, school management bodies, unions, schools, parents, and students.
The Learning and Development Programme being developed under pillar 3 of the plan aims to strengthen SNA service delivery by providing equitable access to appropriate, legitimate opportunities for training and upskilling, to ensure that SNAs are equipped to meet the complex needs of children and young people in their care in an evolving educational environment.
Separately, in 2025 following a procurement process for the continued provision of the SNA National Training Programme, a contract was awarded to Atlantic Technological University (ATU). The course is being delivered jointly by the School of Education and the School of Nursing, Health Sciences and Disability Studies at ATU St Angela’s College, Sligo. From September 2025 the course includes additional modules and practical in-person training at regional locations, fostering communities of practice among SNAs.
To date, approximately 3,774 SNAs have completed the National Training Programme which is fully funded by my department for all SNAs working in recognised primary, post-primary and special schools.
I am pleased that work on the SNA Workforce Development Plan is at an advanced stage. The plan will provide recommendations and strategies to deliver an enhanced SNA service which will benefit children and young people with special educational needs in our schools.
532. Deputy Darren O'Rourke asked the Minister for Education and Youth the breakdown of the allocation of the existing levels of services funding for youth affairs, for each of the past six years and for 2026, in tabular form; and if she will make a statement on the matter. [6132/26]
View answer534. Deputy Darren O'Rourke asked the Minister for Education and Youth the figure provided by her Department to maintain existing levels service in youth affairs in each of the past five years, including in 2026; and if she will make a statement on the matter. [6134/26]
View answerI propose to take Questions Nos. 532 and 534 together.
As the Deputy is aware, I was pleased to announce that arising from Budget 2026, an additional €8 million in current and capital funding has been allocated to support the sustainability and development of youth services. This funding increase brings the overall core current and capital funding available to support existing youth services and infrastructure to €94.1 million for 2026, a 9.3% increase on the corresponding funding available in 2025. This investment will strengthen the foundation for inclusive, high-quality provision — ensuring continuity, expanding reach, and enabling services to respond to the evolving needs of Ireland’s diverse youth population. Over the period from 2020 to 2026, the funding for the Youth Affairs Unit has increased by 43%
Following the transfer of functions in May of last year, the main Youth Affairs budget subhead was renamed from B06 to 10.8. This consolidated a number of areas that had previously been captured under a separate subhead, namely C05 - Children and Young People’s Policy Framework and Other Programmes. This included Foróige’s Big Brother Big Sister mentoring programme, as well as the Youth Climate Justice Fund. For ease of understanding, the following table has been updated to reflect this newly combined 10.8 subhead and the realignment of expenditure previously recorded under subhead C05.
The table below outlines the current funding allocation for the Youth Affairs Unit, detailing the resources provided to maintain the existing level of service across the 10.8 sub-head.
|
Year |
Allocation (Current) B06 |
C05 Allocation
|
Total Allocation 10.8 |
|
2020 ELS |
€61.789m |
€0.534m |
€62.323m |
|
2021 ELS |
€66.789m |
€0.534m |
€67.323m |
|
2022 ELS |
€71.789m |
€0.540m |
€72.329m |
|
2023 ELS |
€72.948m |
€1.570m |
€74.518m |
|
2024 ELS |
€74.448m |
€1.655m |
€76.103m |
|
2025 ELS |
€82.198m |
€1.713m |
€83.911m |
|
2026 ELS |
€88.398m |
€1.713m |
€90.111m |
533. Deputy Darren O'Rourke asked the Minister for Education and Youth the total expenditure allocated to new development measures in respect of youth affairs in each of the past six years and in 2026, in tabular form; and if she will make a statement on the matter. [6133/26]
View answerI was pleased to announce an €8 million increase in current and capital expenditure for the Youth Affairs Unit in Budget 2026; over the period from 2020 to 2026 the main Youth Affairs budget subhead has increased by approximately 43%.
In 2025, new development measure funding supported the UBU Your Place Your Space funding scheme, which targets disadvantaged young people with evidence-informed interventions. An additional €1,200,000 was secured for the establishment of 10 new UBU youth services, providing targeted youth worker-led support to up to 1,000 young people in areas where it was most needed.
Additionally, in line with the Government’s wider commitment to end child poverty, the Child Poverty and Well Being Office in the Department of the Taoiseach engaged with the Youth Affairs Unit in the Department of Education and Youth to run a pilot in 2025 to address holiday hunger during the summer months as part of the Government’s commitment to tackling Holiday Hunger. This initiative was designed to help feed up to 1,000 young people aged 10 to 18 years who were at risk of lacking access to a hot or substantial meal during school closure times; in practice, over 3,000 young people across more than 40 participating UBU Your Place Your Space services availed of this support, and an evaluation of the initiative is currently underway in conjunction with Education and Training Board Ireland (ETBI). This pilot initiative received funding of €500,000 for 2025.
Other functions to which new development measures funding has been allocated over the past five years include supporting volunteers in youth work organisations under the Volunteer Activation Fund and opening up the Youth Services Grant Scheme to new applicant organisations under a Pilot Youth Services Grant Scheme.
The annual breakdown of the new development measures funding provided to the Department between 2021 and 2026 in respect of youth organisations and services can be found below.
Youth Affairs Unit annual funding allocation under New Development Measures
|
Year |
NDM Funding |
|
2026 |
Nil |
|
2025 |
€1.7 million |
|
2024 |
€3.5 million |
|
2023 |
Nil |
|
2022 |
Nil |
|
2021 |
Nil |
535. Deputy Darren O'Rourke asked the Minister for Education and Youth the breakdown of the allocation of capital funding for youth affairs for each of the past six years and for 2026, in tabular form; and if she will make a statement on the matter. [6135/26]
View answerThe Department of Education and Youth is strongly committed to supporting youth services through targeted capital investment nationally.
Between 2020 and 2024, youth capital funding was administered by the then Department of Children, Equality, Disability, Integration and Youth, prior to the transfer of function to the Department of Education and Youth on 01 May 2025. The annual capital funding allocation for the benefit of young people contained an element of capital funding for the administration of the play and recreation scheme, this scheme made capital grants available to local authorities to refurbish and develop facilities for young people. Arising from the transfer of the youth function to the Department of Education and Youth, this element of youth capital funding was retained by that Department of Children, Disability and Youth and has therefore been listed separately in the table below.
In addition to the play and recreation scheme, capital investment over this period supported a broad range of initiatives, including the Youth Capital Funding Scheme (YCFS) for both UBU Your Place Your Space services and National Youth Organisations, capital support for the establishment of new UBU services, and allocations to Local Youth Club Grant Scheme (LYCGS) clubs. In addition, funding was provided for ICT infrastructure upgrades, enhancing digital capacity and service delivery across both National Organisations and UBU services.
As the Deputy will be aware, under Budget 2026 the Youth Affairs Unit will receive €4 million in capital funding, which will support targeted investment in essential upgrades to youth facilities, equipment and digital infrastructure, ensuring the delivery of safe, modern and inclusive spaces for young people.
Youth capital funding allocations provided for the benefit of young people for the period 2020 to 2026
|
Year |
Overall Youth capital allocation |
Play & Recreation Scheme |
Capital funding to support youth organisation/ youth services and youth clubs |
|
2020 |
€4.1 million |
€0.45 million |
€3.0 million to support the youth capital grant scheme for youth organisations, youth services and clubs. Additional once-off ICT capital funding of €1.1 million was made available in 2020 to increase the provision of online youth services in response to the Covid-19 pandemic. |
|
2021 |
€3.0 million |
€0.45 million |
€2.55 million to support the youth capital grant scheme for youth organisations, youth services and clubs. |
|
2022 |
€2.7 million |
€0.45 million |
€2.25 million to support the youth capital grant scheme for youth organisations, youth services and clubs. |
|
2023 |
€2.7 million |
€0.45 million |
€2.25 million to support the youth capital grant scheme for youth organisations, youth services and clubs. |
|
2024 |
€0.45 million |
€0.45 million |
Nil |
|
2025 |
€1.0 million |
€0.5 million |
€0.5 million to support the youth capital grant scheme for youth organisations, youth services and clubs. |
|
2026 |
€4.0 million |
N/A |
€4.0 million to support the youth capital grant scheme for youth organisations, youth services and clubs. |
536. Deputy Darren O'Rourke asked the Minister for Education and Youth the breakdown of the timeline for the release of the specific breakdown of the budget allocations for her Department overall; the breakdown of the timeline for the release of the specific breakdown of the budget allocations for youth affairs; and if she will make a statement on the matter. [6136/26]
View answerAs the Deputy will be aware, the Revised Estimates Volume (REV) for 2026 has now been published, providing for a total allocation of €12.996 billion for the Department of Education and Youth. As part of this, the Youth Affairs Unit has been allocated an increase of €8 million in current and capital expenditure.
While the high-level allocations are confirmed, a specific timeline for the release of the final detailed breakdown of the Youth Affairs schemes and programmes is not yet available. Work is continuing within the department to finalise these finer-level allocations, and they will be issued as soon as possible.
The Youth Affairs Unit has recently written to Education and Training Boards (ETBs) and National Youth Organisations to update them on the current funding position. As outlined in the communication, organisations may continue to draw down funding based on their 2025 Quarter 1 allocations in the interim. This ensures continuity of service delivery until the 2026 allocation letters have issued.
While the department is not yet in a position to provide a definitive timeline for the publication of the full breakdown of budget allocations across all youth affairs funding lines, I wish to assure the Deputy that this work is being progressed as a priority. The department will share the relevant information with the sector as soon as it becomes available.
537. Deputy Darren O'Rourke asked the Minister for Education and Youth if she will provide a comprehensive update on the implementation of Opportunities for Youth: National Strategy for Youth Work and Related Services; the timeline for the publication of the implementation plan; the status of key actions including the establishment of a National Youth Sector Reference Group; and if she will make a statement on the matter. [6137/26]
View answerOpportunities for Youth: National Strategy for Youth Work and Related Services is the strategic framework for the youth work sector, published in September 2024. The strategy aims to build awareness of youth services, strengthen youth services, and ensure that youth services remain accessible and of value to young people across Ireland.
The implementation of the strategy will be reported on via the Young Ireland governance structures. Both implementation, and the cooperation of all relevant actors, will be supported through a new National Youth Sector Reference Group as well as a group comprising representatives from departments and agencies that provide funding to or interact with the youth sector.
My officials are drafting an operational action plan to support implementation of the strategy, and engagement with stakeholders involved in the delivery of these actions will take place in early course.
Work is progressing on the delivery of several other actions for which the department has lead responsibility. These include:
Under Action 7, a workforce survey was developed in late 2024 and disseminated to youth workers to establish baseline data and information. This data is being analysed at present. In March 2025, a questionnaire issued to youth organisations to provide my department with a more in-depth understanding of the challenges experienced by youth organisations in workforce recruitment and retention.
Under Action 8, work has begun on a review of the UBU Your Place Your Space scheme. The review will assess how the scheme operates, the extent to which the scheme is meeting its objectives, and whether the processes and procedures that underpin the scheme are fit for purpose.
Under Action 9, significant progress has been made on the development of a comprehensive mapping tool. This includes the creation of an internal dashboard to support decision-making. It is intended to create a dynamic map designed to serve as a central resource for young people and their guardians and educators to improve awareness of and access to youth services across the country.
538. Deputy Darren O'Rourke asked the Minister for Education and Youth further to Parliamentary Question No. 557 of 20 January 2026, if she can provide an update on the youth elements of the EU Presidency as they relate to the youth affairs section of her Department; the planned activities for 2026; and if she will make a statement on the matter. [6138/26]
View answerIreland will hold the Presidency of the Council of the European Union for the eighth time from 1 July to 31 December 2026. This will be an important opportunity for Ireland to lead and shape the European agenda.
Preparations are underway to deliver a successful Presidency in the Youth area.
Our work will be focused on progressing development of the next EU Youth Strategy, the hosting of the EU Youth conference and the Directors General for Youth meeting, and on advancing Council texts under youth goal 4, Information and Constructive Dialogue. We will work closely with our Trio partners, Lithuania and Greece, on delivering meaningful outcomes under this youth goal. Work in this area will be informed by consultation with young people.
Our policy programme will be finalised and published in June 2026, shortly before the start of our Presidency term.
539. Deputy Darren O'Rourke asked the Minister for Education and Youth the youth participation engagement structures that exist within her Department; and if she will make a statement on the matter. [6139/26]
View answerChildren and young people have a right to have their voices heard and taken seriously in all matters that affect them. My department is committed to embedding a culture of participation of children and young people in policy development at a national level and at a school level.
Youth participation policy is primarily the responsibility of the Participation, Play and Recreation Unit (PPRU) and the National Participation Office (NPO) of the Department of Children, Disability, and Equality (DCDE). Both units have remained with DCDE after the transfer of function of Youth to my department.
The Youth Affairs Unit of my department has ongoing engagement with the PPRU and regularly engages with young people and the youth sector in a number of ways.
Opportunities for Youth: National Strategy for Youth Work and Related Services is the strategic framework for the youth work sector, published in September 2024. The purpose of the strategy is to provide a platform for an effective, data-driven, and joined-up approach to the delivery of youth work and related services.
The implementation of the strategy is being reported on via the Young Ireland governance structures. The implementation of this strategy and the cooperation of all relevant actors will be supported through a new National Youth Sector Reference Group as well as a group comprising representatives from Departments and agencies that provide funding to or interact with the youth sector.
The establishment of the National Youth Sector Reference Group is being informed by a process of stakeholder mapping and will focus on the design of a consultative forum, from 2026 onwards, that will concentrate on the identification of policy priorities, outputs, and outcomes. The Group will include representatives from across the youth sector, including academics and youth representatives. This will support a balanced and transparent input from across the wider youth sector into national decision-making. A key pillar of this will be the representation of the views of young people, including young people of diverse backgrounds, so that they can influence decision-making in respect of youth work services.
My officials have been actively touring the 16 ETB locations across various counties, engaging in discussions with youth workers and young people at a range of Youth Centres and Youth Information Centres (YIC). These interactions showcase, first hand, the significant work being accomplished in these Centres.
The National Youth Council of Ireland (NYCI) is the representative body for voluntary youth organisations in Ireland. It is a membership organisation that represents the shared interests of voluntary youth organisations and is a key stakeholder for my department. NYCI is a key partner of my department on a number of initiatives such as North/South Education and Training Standards (NSETS), Child Protection, the National Youth Health Programme and the EU Youth dialogue.
During its Presidency of the Council of the EU, Ireland will be hosting the European Youth Conference (EUYC) which is a central event of EU Youth Dialogue (EUYD), a structured, 18-month, youth-led process designed to connect young people with policy-makers across the EU.
The EU Youth conference will bring together youth delegates, youth organisations, and policy-makers to discuss thematic priorities including the EU Youth Strategy and EU Youth Goals.
My department also engages with National Youth Organisations on a regular basis, including through the National Youth Organisation (NYO) forum. At these gatherings, my department provides the organisations with an update on current priorities and the organisations give input on achievements or issues that they would like to bring to the department’s attention.
I look forward to meeting and working with youth organisations, to discuss their priorities and understand the value of their work and the challenges they face. Stakeholder input will inform the development of the implementation plan for Opportunities for Youth, the national strategy for youth work and related services, which is currently in development.
The Deputy may also be aware that a student participation unit was established in my department in April 2023 to help my department to make sure that the voices of children and young people inform policy development across the department.
In May 2023, an expert group on student participation, chaired by Professor Laura Lundy, was established to advise my department on how best my department could progress its work in this area. The expert group made five high-level recommendations which have been accepted in full by my department. The report of the expert group was published on 10 October 2024. On the same date, my department published its Student Participation Implementation Plan. This plan contains 50 actions to be implemented by end of 2026. Some of the key actions my department has committed to implement are:
a new training plan for department staff to involve children and young people in policy development
publication of an annual report on student participation in policy development
to raise awareness of the importance and benefits of children and young peoples’ participation in decision-making among students, parents, teachers, school leaders, school staff and boards of management
to review and update the guidance to support the establishment of student councils in post-primary schools to ensure that they are representative. Guidance will also be developed for primary schools.
A key focus of my department’s work in 2026 is, in consultation with children and young people, reviewing and updating the guidance to support the establishment of student councils in post-primary schools and to develop guidance for primary schools.
My department is also continuing to progress the Charter Bill through the Houses of the Oireachtas. The Bill has been passed by the Seanad and is currently awaiting progression to Committee Stage in the Dáil.
One of the key concepts of the Bill is the need for a school to consult with the school community on individual school plans, policies and activities. This approach will help ensure that the various views of staff, students and parents will be heard and responded to by schools on policies and issues.
Further information on my department’s Student Participation Implementation Plan can be found in the Student Participation in Education area of the department's website.
540. Deputy Pádraig O'Sullivan asked the Minister for Education and Youth for an update on the school building programme for primary and secondary schools, respectively in Cork north central; the details of the current stage of development of each; the projects still in the planning or design phases, the expected timeline for progression to the next stage; and if she will make a statement on the matter. [6167/26]
View answerMy department has invested circa €768m in capital expenditure since 2020 in County Cork of which €190m was in Cork North Central. This investment in County Cork has supported the completion of over 155 School building projects of which 28 are in Cork North Central. These completions include 12 new school buildings in County Cork of which 3 are in Cork North central. In addition, 22 school building projects are currently in construction in County Cork of which 2 are in Cork North Central.
The current status of all projects, including completions, is set out under item number ten at the following link (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of almost 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goals. In addition, repurposing, and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation. This significant investment has delivered real benefits for school communities.
In July 2025, 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. Building on this 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 requirements.
In delivering Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to maximise the capacity of the existing school estate as much as possible in the first instance, and to provide additional capacity through a targeted and prioritised rollout of projects over the 2026–2030 period to meet the most urgent needs.
The NDP Implementation Plan for the Education and Youth sector and the first tranche of projects to progress to tender or construction will be published by my department shortly. This NDP Implementation 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.
541. Deputy Barry Heneghan asked the Minister for Education and Youth the reason funding has not been approved for modular accommodation at a school (details supplied) in Dublin Bay north; the rationale for approving additional classes without providing the accommodation required for them to operate; if this reflects current Department policy; if she will review this matter as a priority and ensure the necessary accommodation funding is provided so the classes can proceed without delay; and if she will make a statement on the matter. [6196/26]
View answerSince 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of almost 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. As part of this unprecedented investment, my department delivered a new 16 classroom primary school with special education provision for the school referred to by the Deputy.
In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration.My Department is progressing urgent building projects that involve the repurposing of existing space in schools for special education needs (SEN) purposes. These projects will ensure that existing school capacity is optimised and that teaching spaces are adaptable and flexible to facilitate a student-centred approach to learning. Potential repurposing options will be school and site specific, presenting different opportunities and challenges. To support the delivery of these classes in good time, a new streamlined approach to funding was made available to repurpose existing accommodation for SEN.
A SEN Start Up grant of €30,000 for each new SEN classroom sanctioned and opened for the 2025/26 school year was payable to schools directly following receipt of NCSE notification of sanctioned classes. Additional funding for small scale repurposing works up to a maximum of €70,000 per class is also available to schools on an application and assessed needs basis. Further information on SEN repurposing supports can be accessed on www.gov.ie. Finally, it is open to schools to apply for a higher level of funding under the Additional School Accommodation (ASA) scheme in respect of opening special classes. The purpose of the Department’s ASA scheme is to ensure that essential classroom accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.
Following a total capital allocation of €1.6 billion for 2025, the Government announced a further 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. 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. The NDP Implementation Plan for the Education and Youth sector and the first tranche of projects to progress to tender and construction will be published by my department shortly. This 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.
542. Deputy Liam Quaide asked the Minister for Education and Youth the number of students in post-primary schools, by county, who have a recommendation for a special class placement but do not have a place in the current academic year. [6260/26]
View answerThis government is fully committed to supporting students 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) is the national agency with responsibility for the provision of special education places. For the 2025/26 school year the NCSE sanctioned 406 new special classes bringing to 3,741 the number of special classes in our schools. Close to 4,000 specialist places were made available for the 2025/26 school year. This was made up of 2,700 new places and 1,200 places through the natural movement of students from primary to post-primary or out of education.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of students progressing from primary school. Last year my department issued a circular to all schools setting out new measures to support the forward planning of special education provision. Included in this circular was a reminder of the need for post-primary schools to continue planning for this level of provision.
For the 2025/26 school year the NCSE advise that a small number of special class places remain in many counties in the country for those still seeking placement. While these places may not be in a preferred school, vacancies do exist.
The NCSE is currently collating the data and information received by 1 October through the Parents Notify process and are engaging with schools regarding where specialist provision is best placed for the 2026/27 school year. 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.
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.
543. Deputy Liam Quaide asked the Minister for Education and Youth whether the NCSE provides a specific continuing professional development course on running a post-primary special class; and if she will make a statement on the matter. [6261/26]
View answerEnabling students with special educational needs to receive an education that meets their needs 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 students with special educational needs are supported to attend mainstream classes with their peers. Where students 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 students will be supported to receive an education in the most inclusive setting possible.
A range of options are available to teachers and special needs assistants (SNAs) in regard to training opportunities in special education. These are provided within initial teacher education (ITE) programmes for student teachers and teacher professional learning (TPL) programmes for established teachers. Other options include short, flexible on-line opportunities and funding for placement on graduate and post-graduate programmes.
The importance of having special education training in ITE programmes was compounded when my colleague Minister McEntee requested that special education placements become mandatory for student teachers and appropriate modules have been added to programmes support this measure.
Central to TPL is Oide, a Department of Education and Youth funded TPL service. All Oide TPL programmes are designed and underpinned with the fundamental principles of Universal Design for Learning (UDL), a framework that facilitates the inclusion of all learners to access the school curriculum in a meaningful way.
In addition, the NCSE offer full school support to all staff and provide support for teachers with training needs in special education, through the NCSE support service. This service manages, co-ordinates and develops a range of supports in response to identified training need. Any school who feels it has a training need can contact their local special education needs organiser to arrange training.
The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers.
Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website.
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.
544. Deputy Liam Quaide asked the Minister for Education and Youth the advice provided by the NCSE to teachers with respect to their participation in an assessment of need report; whether they can decline to provide assistance; and if she will make a statement on the matter. [6262/26]
View answerThe Assessment of Need (AON) is a statutory process under the Disability Act (2005). The HSE is responsible for leading the AON process. Within the Disability Act, the National Council for Special Education (NCSE) has a statutory obligation to nominate ‘a person with appropriate expertise’ to assist the Health Service Executive (HSE) in the AON process.
The AON process requires an Assessment Officer, working for the HSE, to determine the health and education needs of an AON applicant. If an Assessment Officer forms the opinion there may be a need for an education service to be provided, the NCSE has a statutory obligation to nominate a person with appropriate expertise to assist the HSE in the AON process.
The Department of Education and Youth is satisfied that teachers are suitably qualified to assist in the AON process due to their expertise and professional judgement, and this position has been upheld in recent High Court judgments, therefore are persons with ‘appropriate expertise’ to be nominated by the NCSE, as appropriate, to assist the HSE in the AON process.
One of the functions of a school, as detailed in the Education Act (1998), is to ensure that the education needs of all children/young people, including those with a disability or other special educational needs, are identified and provided for. Further, the EPSEN Act (2004) requires schools to cooperate with the NCSE in the performance by the Council of its functions. Therefore, the nominated person should complete the Report of Education Needs when requested by the NCSE to do so.
It is acknowledged that there may be legitimate reasons or circumstances where a nominated person may not be in a position to complete the form or may only be able to part-complete a Report of Education Needs. Examples of these circumstances are provided in Circular 0069-2025_Assessment_of_Need_ Appendix 1 for illustrative purposes.
The NCSE will continue to provide comprehensive guidance and support to schools to assist them in this process. Details of the guidance can be found on the NCSE website.
545. Deputy Liam Quaide asked the Minister for Education and Youth if a school giving priority to a post-primary special class placement to a student already enrolled in the school, but who only just received an autism diagnosis, and a recommendation requiring a post-primary special class placement would contravene either the Schools Admissions Act 2018 and/or Circular 0039/2025; and if she will make a statement on the matter. [6263/26]
View answerThis government is fully committed to supporting students 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) 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. An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
This information is critical when examining where provision needs to be placed to meet demand. This earlier date in October coincides with when schools begin enrolment processes so affords parents the opportunity to enrol in existing classes. Many mainstream schools, particularly at post-primary level commence admissions processes for the following school year on 1 October annually.
It is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018.
Under the provisions of this act, all schools are required to have admissions policies which have been approved by the patron following consultation with staff and parents of students who are attending the school. It is a key requirement of the act that all school admission policies are fair and transparent.
Parents may apply to enrol their child in a school of their choosing and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Nonetheless, it may result in some students not obtaining a place in the school of their first choice.
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.
546. Deputy Liam Quaide asked the Minister for Education and Youth her plans to specify a minimum number of administration hours per teacher assigned to a special class; and if she will make a statement on the matter. [6264/26]
View answerBy the end of the 2026 calendar year there will be over 21,000 special educational teachers in our mainstream classes, special classes and special schools. This will mean we will have almost 46,000 teachers and special needs assistants (SNAs) working in our education system committed to supporting and nurturing students with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
The deployment of teaching staff in a school is in the first instance a matter for the school management authorities while the Teaching Council is the regulator of the teaching profession in Ireland, promoting and regulating professional standards in teaching. Teaching allocations assigned to class groupings within a school is a matter for the school board of management and principal to consider and decide how best to allocate resources and organise class groupings within the school.
I understand that special education teachers dedicate a significant proportion of their day to information gathering and assessment, reviewing, monitoring and coordinating provision for students with special educational needs.
In 2026, over €3 billion will be spent supporting students with special educational needs. Part of this funding will allow for the introduction of extra special education teaching (SET) hours for post-primary schools to support coordination and transition efforts.
At primary level where schools open a number of special classes administrative principal and deputy principal posts are provided. There has also been a significant increase in the number of posts of responsibility allocated to primary schools in recent years.
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.
547. Deputy Liam Quaide asked the Minister for Education and Youth the number of students enrolled in post-primary fee-paying schools; and the number of those same students enrolled in a special class, in the current academic year. [6265/26]
View answerAs per preliminary enrolment data for 2025-2026 there are 27,635 pupils enrolled in fee-charging schools. The preliminary data will be replaced by the final enrolment data for 2025-26 in June 2026 at the link below;
www.gov.ie/en/department-of-education/collections/post-primary-schools-enrolment-figures/
The NCSE holds records of enrolments in individual post-primary schools and advises that, for the 2025/26 school year, one fee-charging school is operating two special classes.
The NCSE advises that there are six pupils enrolled in each of these two classes.
