Written Answers Nos. 604-623
604. Deputy John Lahart asked the Minister for Education and Youth the status of the prefabricated classrooms approved in 2021 as a temporary measure at a school (details supplied); if their continued use has been reviewed; when they will be removed; the interim steps that will be taken to address the impact on neighbouring residents; and if she will make a statement on the matter. [9896/26]
View answerModular accommodation was installed in Summer 2021 at the site of the school referred to by the Deputy to accommodate interim accommodation for another post-primary school which has since relocated to its permanent site.
The modular accommodation referred to by the Deputy is now under the management of DDLETB, patron of the school referred to by the Deputy.
605. Deputy Roderic O'Gorman asked the Minister for Education and Youth if her attention has been drawn to the lack of ASD capacity in the Dublin 7 area for girls transitioning out of infant classes; if her Department is making the necessary arrangements to facilitate the opening of a second ASD class at a school in Dublin 7 (details supplied) to address this critical shortfall; the way in which her Department intends to better manage and forecast demand in the Dublin 7 area to ensure places are always available; if she will communicate with the parents of affected children to demonstrate how the situation is being urgently addressed; and if she will make a statement on the matter. [9906/26]
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. The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
Information provided through the Parents Notify process provides valuable information to the NCSE to plot demand for special class places for the 2026/27 school year. The earlier closing date this year of 1 October was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It also supports forward planning and equips 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.
The new timeline will 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
I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October. However, it is critical that the NCSE has as much local information as possible, as early as possible, to effectively plan what new provision is required.
When assessing needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes last month, which is several months earlier than last year. 301 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Details of the new special classes are available on the NCSE website.
Of the 301 new special classes, 199 are being established in primary schools and 102 in post-primary schools. New special classes are being established in every county with 71 new special classes confirmed for Dublin so far. Further details on additional new special classes will be confirmed in the coming weeks.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
The Special Educational Needs Organisers (SENOs) remains available to discuss these matters.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
606. Deputy Pádraig Rice asked the Minister for Education and Youth further to Parliamentary Question No. 500 of 16 December 2025, the current status of the building project for a school (details supplied); and if she will make a statement on the matter. [9948/26]
View answerThe school to which the Deputy refers was approved to enter the department’s pipeline for a project under my Department's Additional School Accommodation (ASA) Scheme. The project will provide one Multi-Media room, one Textiles room, one Graphics room, one Construction room, one Technology prep room, one Science lab & prep area and one Project store. The inclusion of a PE Hall or GP/Dining Hall depends on site feasibility, constraints, and input from the Local Authority and Heritage Officer. The project was devolved for delivery to the Cork Education & Training Board.
The Stage 1 report was received by my Department and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, will undergo the necessary due diligence outlined in the Public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
As the Deputy will be aware, the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030 was recently published. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My Department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, also published was a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 12 projects in County Cork. Also, this summer, 35 schools in Cork are approved to undergo works as part of the Summer Works Scheme/Climate Action scheme.
These projects are in addition to €767.68 million in capital funding for Cork schools between 2020 and 2025. Over that period, a total of 157 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 20 school projects in Cork under construction.
My Department recognises that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, my Department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by my Department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs of this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
607. Deputy Ann Graves asked the Minister for Education and Youth his views on a matter (details supplied). [10019/26]
View answerUnder section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012) the board of management is the employer of teachers, SNAs and other staff of the school. In the case of community national schools, the ETB is the employer and not the board of management.
The board’s role as an employer includes responsibility for the recruitment and dismissal of teachers, SNAs and other staff within the school, subject to relevant Department circulars, employment legislation and sectoral agreements. The role also includes but is not limited to, health and safety, building, promoting, and maintaining positive staff relations.
With reference to the queries raised, as the department is not the employer, the department can only act upon instruction from the teacher's employer (the Board of Management). This information has been communicated by the department to the teacher on numerous occasions. Therefore, all queries on the matters raised must be directed to the teacher's employer - the Board of Management.
608. Deputy Michael Murphy asked the Minister for Education and Youth the current status of the capital works project for a school (details supplied); when a decision is expected on the stage 2A completion certificate recently submitted to her Department; the reasons for the length of time this project has been in the planning pipeline, since 2022; and if she will make a statement on the matter. [10037/26]
View answerThe school to which the deputy refers was approved to enter my Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing one science laboratory and prep area, one graphics room, one art room and project store, a two-classroom special educational needs (SEN) base and associated spaces. The project is devolved to the school authority for delivery.
The project was progressed to Stage 2a (detailed design) in December 2024. The stage 2a report was submitted to my Department in December 2025 and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, are subject to the required due diligence specified in my Department's Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits under the National Development Plan for the overall program.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
609. Deputy Duncan Smith asked the Minister for Education and Youth to confirm if a school (details supplied) has been included in the 2026/2027 school buildings programme; when the tender for these projects will be finalised and when construction will commence on these new school buildings; and if she will make a statement on the matter. [10045/26]
View answerThe project to which the deputy refers is a campus project consisting of St. Joseph's Secondary School & Gaelscoil Ros Eo. It is devolved for delivery to CEIST.
The project brief for St. Joseph's Secondary School provides for a new post primary school building to accommodate a long-term projected enrolment of 1,000 pupils and 4 special education needs base. The project brief for Gaelscoil Ros Eo provides for a new primary school comprising 16 mainstream classrooms and 2 Special Education Needs classrooms.
The project is currently at Stage 2b (post planning process) of the architectural design process which allows for detailed design and planning, obtaining the necessary statutory permissions and the preparation of tender documents. The department awaits submission of a Stage 2b report. Once received, it will undergo a detailed technical and cost review in line with the Public Spending Code. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
As the Deputy will be aware, the department recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
The department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, the department published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
These projects are in addition to €1794.95 million in capital funding for Dublin schools between 2020 and 2025. Over that period, a total of 244 Dublin schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 64 school projects in Dublin under construction. Another 20 school projects will go to tender or construction in 2026 and 2027, and this summer, 53 schools are approved to undergo works as part of the Summer Works Scheme / Climate Action scheme. In addition, since 2020 a total of 459 special classes have been opened in Dublin, 58 of which were sanctioned for September 2026.
The department recognises that there are schools with building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at the schools referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
610. Deputy Matt Carthy asked the Minister for Education and Youth if the second classroom in the ASD unit at a school (details supplied) has been sanctioned; when it is expected that this classroom will be operational; and if she will make a statement on the matter. [10050/26]
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 advocates that students will be supported to receive an education in the most inclusive setting possible.
The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest. However, it is not always possible to open a special class in every school that expresses an interest.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes last month, which is several months earlier than last year. 301 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
612. Deputy Darren O'Rourke asked the Minister for Education and Youth the reason there is no cover provided for primary school teachers who wish to avail of breastfeeding breaks; and if she will make a statement on the matter. [10110/26]
View answerThe Department’s Circular 0052/2023 titled 'Breastfeeding Breaks for Registered Teachers employed in Recognised Primary and Post Primary Schools’ outlines the current provisions for breastfeeding breaks for teachers.
Within a 104 week period after the birth of the child, a teacher who has returned to work is entitled to breastfeeding breaks without loss of pay for up to one hour per day, for the purpose of breastfeeding or lactation.
Under the provisions of the Circular, Breastfeeding breaks may be taken in the form of: -
a) one break of 60 minutes, or
b) two breaks of 30 minutes each, or
c) three breaks of 20 minutes each
In relation to substitute cover, paragraph 2.10 states:
"Substitute cover for breastfeeding breaks is not paid by the Department. At post primary level, the breaks should be covered through the Supervision and Substitution Scheme.”
The short term nature of these breaks would make any further substitution provision difficult to implement on payroll systems and would be considered cost-increasing in nature.
The Circular does provide that where it is not possible for the employer to facilitate the breastfeeding breaks pattern, as initially requested by the teachers, alternate patterns must be explored and agreed upon.
The Teachers Conciliation Council (TCC) forms part of the Scheme of Conciliation and Arbitration for Teachers, the purpose of which is to provide a forum for claims and proposals relating to the salary, and other terms & conditions of service for teachers. The Council is comprised of representatives from the Teacher Unions, the School Management Bodies, the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, and the Department of Education and Youth. The TCC is independently chaired by an official of the Workplace Relations Commission.
It is not currently planned to make any amendments to the terms of this scheme for teachers as set out in Circular 0052/2023.
613. Deputy Darren O'Rourke asked the Minister for Education and Youth the measures in place to ensure that primary school classes run smoothly when their teacher is availing of a breast-feeding break; and if she will consider providing cover for teachers who wish to avail of breast feeding breaks; and if she will make a statement on the matter. [10111/26]
View answerThe Department’s Circular 0052/2023 titled 'Breastfeeding Breaks for Registered Teachers employed in Recognised Primary and Post Primary Schools’ outlines the current provisions for breastfeeding breaks for teachers.
Within a 104 week period after the birth of the child, a teacher who has returned to work is entitled to breastfeeding breaks without loss of pay for up to one hour per day, for the purpose of breastfeeding or lactation.
Under the provisions of the Circular, Breastfeeding breaks may be taken in the form of: -
a) one break of 60 minutes, or
b) two breaks of 30 minutes each, or
c) three breaks of 20 minutes each
In relation to substitute cover, paragraph 2.10 states:
"Substitute cover for breastfeeding breaks is not paid by the Department. At post primary level, the breaks should be covered through the Supervision and Substitution Scheme.”
The short term nature of these breaks would make any further substitution provision difficult to implement on payroll systems and would be considered cost-increasing in nature.
The Circular does provide that where it is not possible for the employer to facilitate the breastfeeding breaks pattern, as initially requested by the teachers, alternate patterns must be explored and agreed upon.
The Teachers Conciliation Council (TCC) forms part of the Scheme of Conciliation and Arbitration for Teachers, the purpose of which is to provide a forum for claims and proposals relating to the salary, and other terms & conditions of service for teachers. The Council is comprised of representatives from the Teacher Unions, the School Management Bodies, the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, and the Department of Education and Youth. The TCC is independently chaired by an official of the Workplace Relations Commission.
It is not currently planned to make any amendments to the terms of this scheme for teachers as set out in Circular 0052/2023.
614. Deputy Darren O'Rourke asked the Minister for Education and Youth the guidelines or rules that are provided for teachers who wish to avail of breastfeeding breaks in primary schools; and if she will make a statement on the matter. [10115/26]
View answerThe Department’s Circular 0052/2023 titled 'Breastfeeding Breaks for Registered Teachers employed in Recognised Primary and Post Primary Schools’ outlines the current provisions for breastfeeding breaks for teachers.
Within a 104 week period after the birth of the child, a teacher who has returned to work is entitled to breastfeeding breaks without loss of pay for up to one hour per day, for the purpose of breastfeeding or lactation.
Under the provisions of the Circular, Breastfeeding breaks may be taken in the form of: -
a) one break of 60 minutes, or
b) two breaks of 30 minutes each, or
c) three breaks of 20 minutes each
An application for breastfeeding breaks must be made by the teacher at least 4 weeks in advance of the planned commencement date using the application form attached to the circular, accompanied by a copy of the relevant child’s birth certificate. The application form must be re-submitted prior to the start of each subsequent school term during which the teacher continues to breastfeed and therefore intends to avail of breastfeeding breaks.
The employer should take reasonable measures to facilitate the pattern of breastfeeding breaks as requested, but must ensure the educational, welfare and care needs of students takes precedence.
The Circular provides that where it is not possible for the employer to facilitate the breastfeeding breaks pattern, as initially requested by the teachers, alternate patterns must be explored and agreed upon.
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.
618. Deputy Barry Ward asked the Minister for Education and Youth if any review is being carried out into the parameters of the SNA role in classrooms that would expand the current remit; and if she will make a statement on the matter. [10128/26]
View answer619. Deputy Barry Ward asked the Minister for Education and Youth if any review is being carried out into Circular 30/2014 related to the role of SNAs; and if she will make a statement on the matter. [10129/26]
View answerI propose to take Questions Nos. 618 and 619 together.
I wish to assure the Deputy that I am very aware of the valuable contribution that the more than 23,000 Special Needs Assistants make to the educational experience and overall wellbeing of students in our schools. I also recognise that SNAs demonstrate a deep commitment to their roles and to the students that they work with, frequently going above and beyond their core duties.
My department, through the dedicated Special Needs Assistant Workforce Development Unit, is finalising the first Special Needs Assistant Workforce Development Plan (the plan). This plan provides a comprehensive framework for understanding and supporting the SNA role and will introduce a series of policy developments to strengthen clarity, direction and consistency within the workforce.
The plan is structured around five key pillars:
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
Work on the plan has involved significant research and collaboration including consultation with SNAs and other stakeholders including school management bodies, unions, school staff, parents and children.
A comprehensive review of circular 0030/2014 which currently sets out the SNA role and duties is being progressed under Pillar One of the plan. This work examines the evolving nature of the SNA role and duties and will inform the development of a new circular that provides clear, up to date guidance for SNA, school staff and the whole school community.
The workforce development plan is now in its final stages. Further updates, including information on the revised circular, will be published on the [SNA Information Hub] on www.gov.ie in due course.
620. Deputy Barry Ward asked the Minister for Education and Youth her views on the merits of creating a mid-year review within schools in terms of their needs related to SNAs and other resources that may have changed since the start of the year; and if she will make a statement on the matter. [10130/26]
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 advocates that students will be supported to receive an education in the most inclusive setting possible.
Special needs assistants (SNA)s play a central role in the successful inclusion of students with additional and significant care needs in schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
SNA posts are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the students enrolled whom SNA support has been allocated. This provides schools flexibility in how the SNA support is utilised.
If a school feels like it has insufficient SNA support to meet the needs of its students an application can be submitted to the NCSE requesting a review of its allocation. Detailed information on the NCSE's SNA review process is published on the NCSE's [website]. Each case is individually assessed and is based on the student profile of each school.
A school can apply to the NCSE at any time during the school year, as in previous years, for a review where emerging or new care needs arise.
I would like to assure you when a NCSE review is completed in a school and the review identifies that additional SNA resource(s) is required that these will be allocated by the NCSE to the relevant school.
Following the outcome of the review, the NCSE can make a local special educational needs organiser (SENO) available to the school to discuss their current deployment of SNA supports in the school and to put these supports to the best advantage of the students. The NCSE in-school support service is also available to schools to offer further guidance and support.
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.
621. Deputy Eoghan Kenny asked the Minister for Education and Youth if there are plans to bring forward legislation to ensure that adequate provision is made for Irish medium education; and if she will make a statement on the matter. [10138/26]
View answerThe Policy for Irish-medium Education outside of the Gaeltacht was launched in November 2025. Under this policy my department will work to increase the provision of Irish-medium education. The implementation of a range of actions under the policy has already been initiated, including the introduction of additional Irish-language support hours on a phased basis commencing with Irish-medium post-primary schools and Irish-medium primary schools with DEIS status, and the expansion of the e-Hub Project to include Irish-medium post-primary schools outside of the Gaeltacht. In addition, under the school transport scheme, my department provides support for students to travel to their nearest Irish-medium school or Aonad (Irish-medium unit), as long as they meet the other criteria for eligibility for school transport.
A key action under this policy is the establishment of a Taskforce on Models of Provision of Irish-Medium Education, which will provide a platform for collaboration between my department and key stakeholders on this issue. The taskforce has already met twice, and will continue to meet frequently in 2026. The taskforce will make recommendations to my department, setting out:
• the models needed to provide Irish-medium education at primary and post-primary level, including a discussion of the need for changes to existing models if necessary
• definitions of models of provision, including related language-based criteria
• how inclusive, high-quality Irish-medium education can be provided within each model
• what supports schools may need to implement the models effectively
• how to effectively assess the demand for Irish-medium education
• criteria for establishing new Irish-medium education provision through the various models identified, including consideration of the need for changes to the patronage process
• procedures to support schools in the effective transition from an English-medium to an Irish-medium model
• procedures and criteria for how schools can transition from one model to another, in order to increase the provision of Irish-medium education, and the supports they may need to do so
• mechanisms to be put in place to facilitate the expansion of Irish-medium provision.
A range of organisations and stakeholders whose input is important in identifying recommendations in this area have nominated members to the taskforce. I am grateful to the members of the taskforce for their time and commitment in contributing to its body of work over the coming year.
622. Deputy Seán Crowe asked the Minister for Education and Youth if a review has taken place regarding the ongoing reliance on prefabricated buildings at a school (details supplied); if her attention has been drawn to privacy and light pollution concerns raised by residents of adjoining residential properties; and if there are plans to replace the prefabricated buildings with more suitable permanent structures. [10143/26]
View answerModular accommodation was installed in Summer 2021 at the site of the school referred to by the Deputy to accommodate interim accommodation for another post-primary school which has since relocated to its permanent site.
The modular accommodation referred to by the Deputy is now under the management of DDLETB, patron of the school referred to by the Deputy.
623. Deputy Richard Boyd Barrett asked the Minister for Education and Youth to provide details of all active interdepartmental, interagency, and department-agency working groups organised under her remit. [10152/26]
View answerThe following interdepartmental, interagency, and department-agency working groups have been organised under my remit and are currently active:
|
Name of Group |
Description |
|
Active School Flag Steering Committee |
To oversee the development and implementation of the Active School Flag programme at primary and post-primary level. |
|
Advisory Group for Lifelong Guidance |
To support implementation of the framework for lifelong guidance. |
|
Assets Working Group |
To specify and agree requirements and guidelines of a system for the management, safeguarding and accounting for assets in the Education and Training Board (ETB) sector and to test these systems when developed. |
|
Bí Cineálta Working Group |
To engage with education partners to review and update the 2013 anti-bullying procedures for primary and post-primary schools and provide feedback on their implementation. |
|
Boards of Management Steering Group |
To provide a setting for co-ordination and communication between all Patron bodies represented on the Committee in relation to the provision of training for Boards of Management. |
|
Co-Funders Committee for Teachers’ Research Exchange (T-REX) |
To oversee the funding provided for the specified purposes of the final phase of the development of T-REX. |
|
Content and Language Integrated Learning (CLIL) Advisory Group |
To oversee the Content and Language Integrated Learning (CLIL) project. |
|
Creative Youth Working Group |
To oversee the development and implementation of the Creative Youth Plan 2023-2027. |
|
Cross-Sectoral Group on Disability Issues for Children and Young People |
Co-Chaired with the Department of Children, Disability and Equality, to provide strategic leadership to coordinate services, and to support decision-making for key Government Departments and agencies which have a role in the delivery of disability services. |
|
Cross Sectoral Subgroup for the provision of nursing supports in schools |
To examine the context of improving access to nursing supports for children in mainstream schools and in special school settings. |
|
Crowe Review of Music Generation Steering Group |
To consider the recommendations from the Crowe Review of Music Generation. |
|
Delivering Equality of Opportunity in Schools (DEIS) Programme Steering Group |
To oversee progress on the development and implementation of the DEIS Strategy. |
|
Department of Social Protection / Department of Education Process Enhancement And Streamlining Group |
To consider the range of interactions between the two organisations and to propose and implement administrative and procedural improvements and efficiencies to that interaction in order to improve areas such as customer service and controls. |
|
Distinct Service Identity Working Group |
To explore and make recommendations as to the distinct service identity for Education Therapy Service (ETS) and existing children’s services that support children and young people in schools and school communities. |
|
Education and Training Boards (ETB) Property Oversight Working Group |
To review governance practices for ETB properties, review ETB property portfolios, and act as a consultative group to consider applications from ETBs for approval for purchase, lease, or disposal of land and buildings. |
|
Education (Student and Parent) Charter Bill Working Group |
To inform and engage with education stakeholders on the passage of the Education (Student and Parent) Charter Bill through Dáil Eireann and the development of Charter Guidelines. |
|
Education for Sustainable Development (ESD) Advisory Group for Schools |
To provide an advisory role to schools on the implementation of ESD to 2030 in the school sector |
|
Education for Sustainable Development (ESD) Steering Group |
To provide strategic oversight of the implementation of the ESD to 2030 strategy. |
|
Education Therapy Service (ETS) Steering Group |
To provide strategic leadership, oversight, and assurance for the successful implementation of the ETS. |
|
Education Therapy Service (ETS) Expert Advisory Group |
To provide expert input on the Education Therapy Service. |
|
Exceptionally Able Students / Saibhriú Steering Group |
To oversee the enhancement of supports for exceptionally able students at both primary and post-primary level. |
|
Foreign Languages Advisory Group (FLAG) |
To oversee implementation of Languages Connect, Ireland's Strategy for Foreign Languages in Education. |
|
Foreign Languages Advisory Group (FLAG) – Post primary |
A subgroup of the main FLAG group – focused on implementation of Languages Connect in the post primary sector. |
|
Gaelbhratach oversight and monitoring committee |
To oversee and monitor the Gaelbhratach programme in collaboration with the Department of Rural and Community Development and the Gaeltacht and Foras na Gaeilge. |
|
Grúpa Comhairleach d’acmhainn nua Gaeilge do scoileanna meán-Bhéarla |
An Advisory Group for a new resource for Irish in English-medium schools. |
|
Grúpa Comhairleach don Tobar /An Tobar Advisory Group |
To offer guidance regarding the development of new resources for the teaching and learning of Irish in English-medium schools, in the form of linguistic and educational guidance, strategic guidance, and also sectoral expertise. |
|
Health and Education Oversight Group |
To provide oversight and direction for all health and education working groups required to ensure aligned and integrated service delivery across existing children’s services and the newly formed Education Therapy Service (ETS). This group reports to the Education Therapy Service Steering Group. |
|
High Level Inter Departmental Group, Department of Education and Youth and Department of Children, Disability and Equality |
To deepen and extend the bilateral, collaborative approach between these departments and to ensure continued strategic alignment to policy development and implementation, throughout the continuum of education from early childhood to post-primary education. |
|
Holocaust Education Ireland Steering Committee |
To oversee the development and implementation of the funded programmes provided by Holocaust Education Ireland. |
|
Initial Teacher Education Advisory Group |
To oversee implementation of the Initial Teacher Education Policy Statement (2023-2030). |
|
Initial Teacher Education Working Group |
To drive the implementation of action plans devised under the Initial Teacher Education Policy Statement (2023-2030). |
|
Integrated Model of In-School Services (IMISS) Working Group |
To ensure the goals and vision as outlined in the IMISS document are implemented and maintained. |
|
Interdepartmental Group on the Convention on Education |
To support ongoing engagement between the Departments of Education and Youth, Children, Disability and Equality, and Further and Higher Education, Research, Innovation and Science in relation to the Convention on Education. The Convention itself will focus on primary and post-primary schools and the transitions into and out of school. |
|
Interdepartmental Group on the Report of the Scoping Inquiry into historical sexual abuse in day and boarding schools run by religious orders |
To advise the Minister and Government on the recommendations of the Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders and to prepare draft Terms of Reference for the Commission of Investigation into the Handling of Historical Child Sexual Abuse in Day and Boarding Schools. |
|
Interdepartmental Working Group on Addressing Educational Disadvantage |
To provide a forum for a collaborative approach to tackling educational disadvantage. |
|
Junior Cycle Profile of Achievement (JCPA) Steering Group |
To oversee the JCPA redevelopment process and communications campaign. |
|
Literacy, Numeracy and Digital Literacy Stakeholder Engagement Group |
Co-Chaired with the Department of Children, Disability and Equality to provide advice, feedback, and perspectives to support the implementation of the Literacy, Numeracy, and Digital Literacy Strategy. Its input will feed into the Steering Group, which oversees and directs the overall implementation of the strategy. |
|
Literacy, Numeracy and Digital Literacy Steering Group |
The group oversees and directs the overall implementation of the Literacy, Numeracy and Digital Literacy strategy 2024-2033. |
|
Modern Foreign Languages at Primary Oversight Group |
To oversee the implementation of the Modern Foreign Languages at Primary specification in the new primary curriculum. |
|
National Advisory Committee for the National Assessments of Mathematics and English Reading (NAMER), Trends in International Mathematics and Science Study (TIMSS) primary, and Progress in International Reading Literacy Study (PIRLS) |
To advise and provide observations to the Department and Educational Research Centre on the administration of primary level studies, including reviewing outcomes. |
|
National Advisory Committee for Trends in International Mathematics and Science Study (TIMSS) post-primary |
To advise and provide observations to the Department and Education Research Centre on the administration of the post-primary element of TIMSS, including reviewing outcomes. |
|
National Advisory Committee for the Programme for International Student Assessment (PISA) |
To advise and provide observations to the Department and Educational Research Centre on the administration of PISA, including reviewing outcomes. |
|
National Council for Curriculum and Assessment (NCCA) / State Examinations Commission (SEC) Standing Group |
To support discussion and co-operation, and to monitor and manage the factors and relationships that are critical to the success of areas of the development of curriculum and assessment advice. |
|
National Council for Curriculum and Assessment (NCCA) / National Council for Special Education (NCSE) Standing Group |
To support discussion and co-operation, and to develop an understanding of how best to collaborate on areas of work which are of mutual strategic interest. |
|
National Council for Curriculum and Assessment (NCCA) / SOLAS Standing Group |
To support discussion and co-operation, and to develop an understanding of how best to collaborate on areas of work which are of mutual strategic interest. And to monitor and manage the factors and relationships that are critical to the success of these collaborations. |
|
National Policy Group for Lifelong Guidance |
To develop and implement a strategic framework for the lifelong guidance landscape. |
|
National Steering Committee for the Guidance Counselling Supervision Programme |
To oversee the Guidance Counselling Supervision Professional Support Programme For Guidance Counsellors in Post-Primary School, PLC & CFE settings to ensure that the programme is run efficiently and effectively. |
|
Oíche na hÓige Working Group |
To plan, prepare and support delivery of the pilot Oíche na hÓige / Youth Night. |
|
Oide Advisory Group |
To provide advice and input to Oide on matters regarding the professional learning of school leaders and teachers. |
|
Oide Interagency Review Groups |
To allow stakeholders to contribute to the design in advance of a professional learning event(s) rollout. |
|
Pathways and Transitions Group |
To facilitate mutual collaboration on issues and developments relating to transitions from post-primary to further and higher education and the world of work, supporting effective policy implementation and, ultimately, improved experience and outcomes for young people. |
|
Primary Curriculum Steering Group |
To oversee, guide and support the enactment of the primary curriculum. |
|
Primary Communications Working Group |
To develop and coordinate communications related to the redeveloped Primary School Curriculum. |
|
Pathways in Technology (P-TECH) Steering Committee |
To oversee and support the work of the P-TECH Pilot Programme through a shared vision and collaborative approach to ensuring its success through the stated goals. |
|
Reasonable Accommodations at Certificate Examinations (RACE) Review Steering Group and Working Group |
To review existing policy and practice in the area of reasonable accommodations and to consider how best to develop the scheme so that it ensures access and participation for those who need it while promoting high standards of fairness and equity to the benefit of all students. |
|
Research Policy and Practice Steering Group |
To coordinate the evidence-focused activities of units across the department and its aegis bodies to enhance dissemination and implementation of evidence in both policy and practice. |
|
School Transport for Children with Special Needs Working Group to Enable Improvements to the Scheme |
To facilitate and enable ongoing improvements to the School Transport for Children with Special Needs scheme, in line with a recommendation under School Transport 2030. |
|
Senior Cycle Redevelopment Implementation Group |
To provide a forum for cross-cutting matters in relation to the Senior Cycle Redevelopment Programme to be considered. |
|
Senior Cycle Level 1 and Level 2 Working Group |
To facilitate collaboration between relevant Departmental units and agencies in respect of Senior Cycle Level 1 and Level 2 Learning Programmes. |
|
Senior Cycle Social Personal and Health Education (SPHE) Specification Steering Group |
To oversee the design and implementation of the SPHE curriculum at senior cycle. |
|
Shared Island Creative Connections Programme Working Group |
To oversee the design, development and delivery of the Shared Island Creative Connections Programme. |
|
Special Needs Assistant (SNA) Workforce Development Steering Group |
To oversee the work on the first SNA Workforce Development Plan. |
|
Spotlight Irish Sign Language Group |
To improve supports for deaf or hard-of-hearing people. |
|
Steering Committee for the Teacher Fee Refund Scheme (TFRS) |
To oversee the ongoing operation of the TFRS, providing a forum for discussion and resolution of issues that arise in relation to the TFRS, ensuring an effective channel of communication between all stakeholders. |
|
Steering Committee (Led by Tusla Education Support Service) |
To address school attendance. |
|
Steering Group (Led by Tusla Education Support Service) |
To revise the code of behaviour for schools. |
|
Steering Group for the delivery of a Periodic Critical Review of the National Council for Special Education |
To oversee delivery of a Periodic Critical Review of the National Council for Special Education. |
|
Steering Group for the delivery of a Periodic Critical Review of the State Examinations Commission |
To oversee delivery of a Periodic Critical Review of the State Examinations Commission. |
|
Science Technology Engineering and Mathematics (STEM) Education Implementation Advisory Group |
To advise, support, and oversee the implementation of the STEM Education Policy Statement 2017-2026 and Implementation Plans. |
|
Summer Course Programme Review Working Group |
To support a review of the Summer Course Programme. |
|
Taskforce on Models of Provision for Irish-Medium Education |
The taskforce provides a platform for collaboration between the Department and key stakeholders to identify and co-design approaches to increase the provision of high-quality Irish-medium education. |
|
Teacher Professional Networks (TPN) Funding Scheme Steering Group |
To provide oversight, governance, and strategic direction for the TPN Funding Scheme. The TPN Funding Scheme supports the work of Teachers’ Groups and Associations (TGAs) which afford Professional Learning activities and professional peer support to all Post-Primary teachers. |
|
Test Development Steering Group |
To advise and provide observations to the Department and the Educational Research Centre on general issues concerning the development, administration and future direction of tests for primary schools. |
|
UNESCO National Commission for Ireland |
To share information and updates on UNESCO activities in Ireland and abroad. |
|
Whole School Curriculum Planning Guidance Group |
To develop Whole School Curriculum Planning Guidance and Update the Preparation for Teaching and Learning Guidance. |
|
Working Group for the Progression of Recommendations arising from the Periodic Critical Review of the Teaching Council |
To review recommendations with a view to identifying approaches and actions as relevant, and oversee and monitor implementation as appropriate. |
|
Working Group to Review and Update circular 32/2017 relating to Back to School Costs |
To engage with the education partners and stakeholders to review and update Circular 32/2017 Back to School Costs. |
|
Working Group on Student Council Guidance |
To engage with the education partners to inform, review and update the guidance for student councils in post primary schools and develop guidance for primary and special schools. |
