Dáil Éireann Debate, Tuesday - 10 February 2026
615. Deputy Barry Ward asked the Minister for Education and Youth if any review has been carried out in her Department in relation to the New Brunswick model of fully inclusive education; and if she will make a statement on the matter. [10125/26]
View answer616. Deputy Barry Ward asked the Minister for Education and Youth if any comparative analysis is being carried out in relation to the way the UK approaches inclusivity in SEN education; and if she will make a statement on the matter. [10126/26]
View answer617. Deputy Barry Ward asked the Minister for Education and Youth if any comparative analysis is being carried out in relation to the way other EU countries approach inclusivity in SEN education; and if she will make a statement on the matter. [10127/26]
View answerI propose to take Questions Nos. 615, 616 and 617 together.
On 16 January 2024, The National Council for Special Education published its policy advice paper on special schools and classes entitled “An Inclusive education for an Inclusive society”. This follows a request in October 2018, by the then Minister for Education and Skills to advise on the educational provision for students in special schools and classes and to make recommendations on the future provision required to enable them to achieve better outcomes. The NCSE policy advice sought to consider how existing good practices could be incorporated and further developed in the design of an inclusive education system where children have the opportunity to learn in their local school with their siblings and peers.
The policy paper recommends progressive realisation of an inclusive education system for Ireland. It is envisaged that this system will be informed by, and aligned to, the relevant articles of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) which Ireland ratified in 2018.
The advice recommends a phased transition with incremental changes taking place over many years with special schools and classes remaining an important placement option for students and parents. The advice recommends that the Department of Education and the NCSE should seek the evolution of an education system that is configured specifically for the Irish context. This emerging system should have regard to existing good practices in the education system and the boosting of current resourcing with significant increases in psychological and therapeutic supports.
The advice is informed by extensive research, consultation and an examination of similar international education systems. Pathways to post school life options for students with special education needs were also analysed.
Further research, engagement with stakeholders and other government departments and agencies, piloting, trialling and evaluation comprise key components of the department’s response to the policy advice.
The Department of Education 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. As part of budget 2026, investment in special education has increased to €3 billion and allows for the recruitment of an additional 860 special education teachers, 1,717 Special Needs Assistants (SNAs) and the provision of an additional 3,000 places in special schools and special classes as well as the roll out of the new Educational Therapy Service. 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.
Following on from an application from the Department of Education to the European Commission’ DG Reform office under the Technical Support Instrument programme, the European Commission’s DG Reform Office sanctioned €0.5 million in consultancy support to assist in shaping the department’s response to the policy advice. This will provide us with the necessary expertise to develop the model of inclusion which will work best for our system.
With the support of the European Commission’s Technical Support Instrument, Ireland aims to develop a model of inclusive education that will improve access of children and students with special educational needs to mainstream classes and schools, in primary and post-primary education. Ireland aims to increase the capacity to design and implement specialist provision to support inclusive education in mainstream settings, improve teachers’ capacity to ensure quality inclusive education, as well as to promote stakeholders’ awareness towards inclusive education.
