Dáil Éireann Debate, Tuesday - 10 February 2026
654. Deputy Shane Moynihan asked the Minister for Education and Youth the plans in place to expand access to specialised provision of speech and language classes, given that evidence suggests that at least 10% of children have speech, language and communication needs; and if she will make a statement on the matter. [10397/26]
View answer655. Deputy Shane Moynihan asked the Minister for Education and Youth whether children with verbal dyspraxia/apraxia of speech are eligible for speech and language classes under Circular 0024/2025, including where they have a dual diagnosis of autism; to clarify the way eligibility is determined in such cases; and if she will make a statement on the matter. [10398/26]
View answerI propose to take Questions Nos. 654 and 655 together.
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary. The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an education that meets their needs.
Circular 0024/2025 sets out the Criteria for Enrolment in Special Classes for Children with Developmental Language Disorder (DLD) or Speech Sound Disorder (SSD). The content of the circular was informed by robust engagement with the Speech and Language Therapy service in the National Council for Special Education (NCSE), the Irish Association of Speech and Language Therapists (IASLT) and HSE Speech and Language Therapists. As advised by these specialist services, the revised entry criteria for these classes are intended to ensure that the children with the greatest level of difficulty can access the classes. Guidelines, a decision-making matrix and additional support from the NCSE have been provided to schools to assist them in ensuring that the children with the greatest level of need are facilitated to enrol in the classes
Children who do not meet the criteria outlined in this circular, will attend mainstream classes with the support of mainstream class teachers and special education teachers. The teachers will collaborate to identify and use a range of evidence-based interventions, decided at school level, using the Continuum of Support framework’s problem-solving process.
Applications for enrolment to these classes, based on a referral from a Speech and Language Therapist, are considered by an Admissions Committee (AC). The AC meets to discuss all referrals and to make recommendations to the Boards of Management (BOM) regarding the possible offer of available places in the DLD/SSD classes to appropriate candidates. While the AC may recommend placement, the BOM retains ultimate responsibility for offering/refusing enrolment places. The AC comprises the following: a) School Principal of the DLD/SSD Class. b) HSE Speech and Language Therapists/Manager for the DLD/SSD Class c) DLD/SSD Class Teacher.
In instances where there is spare capacity in a DLD/SSD class due to insufficient eligible children (i.e. fewer than 7 children), the board of management may offer a place to a maximum of two children who do not meet all of the eligibility criteria but who could benefit from enrolment in the class for one year on a concessionary basis. Such placements must be supported by the recommendation of a speech and language therapist and a diagnosis of DLD/SSD of unknown origin. The continued enrolment of these children for a second year can only be considered once all eligible children have been accommodated. The NCSE through the local SENO will monitor such situations
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.
