Written Answers Nos. 298-318
298. Deputy Carol Nolan asked the Minister for Enterprise, Tourism and Employment to provide an update on efforts to secure alternative employment at a manufacturing plant (details supplied); and if he will make a statement on the matter. [11906/26]
View answerAs the Deputy will be aware, in 2024 Cardinal Health made the decision to cease operations at its Tullamore site. My foremost concern, and that of the Government, continues to be for the staff and their families impacted by this company decision. My understanding is that expected closure timeline is now April 2026.
Since Cardinal Health’s announcement, IDA Ireland has implemented its established internal processes for dealing with situations of potential job losses with one of its client companies and IDA Ireland is actively engaged with the company. This includes meetings with Tullamore leadership on-site on a regular basis, and meetings with senior corporate leaders, and the IDA is actively exploring all avenues of opportunity for the site and impacted employees as a result of this announcement.
In addition, IDA is continuing to partner with local agencies, to support impacted employees due to the announcement by the company. There is an established process of coordinated engagement by support agencies at a local level to provide supports to employees in consultation with the company. The types of supports and initiatives provided by local agencies is continuing to be communicated to the site leadership and include some of the following:
• Outplacement employment support services and potential training opportunities provided/facilitated by the company and/or other providers (ETBs/Skillnet, etc) to support impacted employees.
• Provision of a detailed skills profile for the employees on the site, and when individuals will be available, which can be shared with potential employers.
• Recruitment opportunities through identification and connection with other employers who may be hiring across the locality and wider region.
• In the case of Cardinal Health, marketing of the property solution, when appropriate through agents appointed by the company and by IDA Ireland through its global office network.
• Information sessions by DSP/Intreo to impacted employees on social welfare services and employment support services to support impacted employees’ transition to new employment opportunities.
• Identification and provision of training and further education opportunities for employees (ETBs; Skillnet; Universities).
• Exploring opportunities to start your own business through LEOs and Enterprise Ireland.
IDA Ireland and all relevant local agencies will continue to support and assist the impacted employees, as and when appropriate. All stakeholders are conscious that the company continues to operate with a significant workforce and that job losses will happen on a phased basis whilst the site remains operational until the expected closure timeline of April 2026.
I should also note that the Protection of Employment Act 1977 imposes certain legal obligations on employers proposing collective redundancies including-
• The requirement for a 30-day consultation period with employees and their representatives.
• Employers must notify the Minister for Enterprise, Tourism and Employment of the proposals at least 30 days before the first dismissal takes effect.
• Employers may not issue notices of redundancy during this period.
By law, it is also the responsibility of the employer in the first instance to pay statutory redundancy payments to eligible employees. In situations where an employer cannot pay statutory redundancy due to financial difficulties, the State provides a safety net and may pay statutory redundancy to eligible employees from the Social Insurance Fund.
Employees have the right to refer complaints to the Workplace Relations Commission (WRC) on a wide range of employment law breaches for an adjudication and redress, including the right to refer a complaint should an employer fail to consult or provide certain information to employees in collective redundancy situations. The Customer Service area of the WRC can provide further information in relation to employment, equality and industrial relations rights and obligations.
In terms of the IDA response, I should emphasise that Regional Development is at the centre of IDA’s strategy. IDA is committed to the pursuit of more balanced, compact regional development which can deliver complementary efficiency and equity gains, with the overall impact of helping to advance national development. IDA Ireland utilises a range of strategies to maximise dispersal of FDI nationally, albeit individual companies ultimately take decisions on where to locate investments. IDA’s Regional focus leverages the wider demographic catchment of a region, the track record of existing client companies already located in the region, the availability of property and developed infrastructure assets and the presence of third level universities to provide a skilled talent pipeline for companies investing in the region. IDA’s Regional Development strategy is aligned with Government policy, including Ireland 2040 and the National Planning Framework (NPF).
A key aspect of the strategy is focused on maximising balanced regional development, with a target of securing 550 investments from a total of 1,000 between 2025-2029 - 55% - into regional locations. This ambitious target reflects IDA Ireland’s ongoing commitment to supporting transformation and growth across all regions. In 2025, 183 (57%) of the 323 investments secured by the IDA were in regional locations outside of Dublin. This is in line with IDA Ireland’s strategic objective to maximise regional growth.
There are 51 IDA client companies in the Midlands Region (Laois, Longford, Offaly and Westmeath), employing 7,501 people - with 11 client-companies, including Cardinal, in Offaly employing 1,300 workers. The Midlands has a significant ecosystem of well-established companies across Life Sciences, Engineering, International Financial Services, Content, Consumer & Business Services and Technology.
The region has fostered strong collaborative links with Technological University of the Shannon, Irish Manufacturing Research (IMR) and additional stakeholders, for example Midlands ICT Network; Advanced Technology in Manufacturing (ATiM) Cluster; First Polymer Training Skillnet. Counties in the Midlands also benefit hugely from the direct and indirect employment generated by IDA client companies located within neighbouring regions.
Third Level Education for the region is provided by Technological University of the Shannon (TUS) which hosts c.15,000 students across six campuses within the Midlands and Midwest regions. TUS has strong industry links providing courses specifically designed for current and future business needs, from higher certificate through to degree, masters and doctorate levels, across four faculties, Business, Humanities, Engineering and Science, thus helping to further strengthen the potential of both the Midlands & Mid-West regions.
Educational training boards provide a valuable workforce enablement and development service to employers in the region. There are two ETBs based in the region – Longford Westmeath ETB and Laois Offaly ETB. The various Training Centres collaborate with industry to provide tailor made courses to their specific requirements.
Of course, Enterprise Ireland and the LEOs also support enterprise and employment in the county.
299. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the rationale for the reduction of three SNA posts at a Kildare school (details supplied), when the NCSE review was supposed to pertain to only one above-SERC post; and if she will make a statement on the matter. [13438/26]
View answer325. Deputy Mark Wall asked the Minister for Education and Youth if she will explain the criteria for reducing the special needs assistant allocation for a school in Kildare (details supplied) [13552/26]
View answer326. Deputy Mark Wall asked the Minister for Education and Youth if she will explain the criteria for reducing the special needs assistant allocation for a school in Kildare (details supplied) [13553/26]
View answer327. Deputy Mark Wall asked the Minister for Education and Youth if she will explain the criteria for reducing the special needs assistant allocation for a school in Kildare (details supplied) [13554/26]
View answerI propose to take Questions Nos. 299 and 325 to 327, inclusive, together.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.a
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide.
The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school. When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed. The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised I as minister have paused the review of the SNA allocations.
Minister Naughton and I, the Tánaiste and the Taoiseach are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
300. Deputy Conor D. McGuinness asked the Minister for Education and Youth the reason her Department’s Circular 11/95 includes a State-mandated break time for primary schools, but not for post-primary schools, which is becoming an issue; and if she will make a statement on the matter. [13443/26]
View answerUnder the provisions of the Education Act, 1998, the board of management is responsible for the day to day running of a school; this includes arrangements for break time for students.
At post primary level, circular M29/95 “Time in School” advises that a typical school day comprises of 6 hours of instruction and that the minimum number of instruction hours per week is 28.
The scheduling of the instruction hours and the appropriate timetabling of subjects is a feature of post primary schools.
The most significant change for children in post primary schools is that the organisation of classes is subject based. Class periods vary from a minimum of 40 minutes to longer class periods of up to 60 minutes depending on the learning needs of students and the subjects they study. Certain subjects required double class periods (2 x 40 minutes) during the school week. Therefore the timetabling of lunch breaks at post primary level is a matter for each individual school.
Where there are concerns regarding break time for students, these should be brought to the attention of the relevant board of management in the first instance.
301. Deputy Niamh Smyth asked the Minister for Education and Youth for an update on the application for an ASD unit for a school (details supplied); if the application has been reviewed by her Department; the current status of same; the timeline for a decision in this case; and if she will make a statement on the matter. [13445/26]
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) 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.
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 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.
302. Deputy Colm Burke asked the Minister for Education and Youth to strongly consider an appeal under the emergency works programme for an application for a school (details supplied), that was refused, to repair the dangerous, flooded area outside the infant classrooms that children must negotiate four times daily to access the yard and any recreation area; that she would address the safety concerns of the school; and if she will make a statement on the matter. [13458/26]
View answerThe school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for life safety system works.
The school's EWS application was refused on the basis that works being sought did not qualify for funding under the EWS as the project did not meet the criteria of sudden and unforeseen.
The application in question is currently being reviewed by the technical area within the EWS. Once a technical recommendation has been received back from the technical team, the EWS team will engage further with the school as appropriate. Once this review process is complete the EWS team will engage further with the school as appropriate.
The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
303. Deputy Cian O'Callaghan asked the Minister for Education and Youth to provide an update on the new school building project for a school (details supplied); to outline when the second tranche of new school building projects will be announced; if the school will be prioritised in the next tranche, as it has planning permission and will provide four much needed special education classes for the local community; and if she will make a statement on the matter. [13463/26]
View answerThe school building project for the school referred to by the Deputy is being delivered under my department's Design and Build Programme which uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction. The project will deliver a new 16 classroom primary school and accommodation, including four classrooms, for children with special educational needs.
The final grant of permission was received on 22nd October 2025. The next milestone for this project will be Stage 3 Tender. The Stage 3 Tender timeline will be determined by the ongoing prioritisation and the availability within the parameters of the overall funding.
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.
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.
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 at the school 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.
My Department will continue to keep the school and it’s patron body updated as the project progresses.
304. Deputy Ruth Coppinger asked the Minister for Education and Youth if youth participation and outcomes in youth services will be presented via an open data dashboard, scheme, county/ETB, demographics, updated annually or quarterly; and if she will make a statement on the matter. [13465/26]
View answer305. Deputy Ruth Coppinger asked the Minister for Education and Youth when the public facing dynamic map of youth services will launch; the way in which it will feed a national/local youth spaces policy with prioritisation criteria for underserved areas; and if she will make a statement on the matter. [13466/26]
View answerI propose to take Questions Nos. 304 and 305 together.
As the Deputy is aware, the department is currently progressing a national youth services mapping project, which is being developed to strengthen the evidence base for planning, funding and supporting youth services across the country, as well as to increase public awareness of the youth clubs and services available within local communities. This project consists of two distinct components, each serving a different purpose and audience.
Internal Data Dashboard (for departmental use): The first component is an internal dashboard, designed to support data-driven decision-making within the department. This dashboard will collate and present a range of key indicators, including:
• Central Statistics Office (CSO) demographic information for young people aged between 10-24;
• The Pobal Deprivation Index at Small Area level;
• Youth funding allocations per ETB;
• Youth service provision data, allowing for analysis by area, scheme and service type.
• All schools will be mapped on the internal dashboard as a dedicated layer, allowing easier comparison with local youth clubs and services; and,
• Travel-time analysis
This tool will enhance the department’s capacity to monitor participation, identify service gaps, and ensure resources are aligned with population needs and levels of disadvantage.
Public-Facing Interactive Website: The second element of the project is an outward-facing interactive website, which will be publicly accessible. This site is being developed to serve young people, parents and guardians, and the wider community. This will:
• List youth clubs, groups and services across the country;
• Allow users to explore what services are available within their local communities;
• Improve visibility, accessibility and awareness of youth service provision; and
• Support young people to more easily find opportunities to participate in youth work activities.
While the internal dashboard will support ongoing monitoring by the department, the public website will be updated periodically as new service information becomes available. It is intended that the public-facing map will be made accessible during 2026.
Youth participation data is collected separately from the datasets underpinning this mapping project. Participation figures are provided annually by each Education and Training Board (ETB) through their annual reports and form part of the department’s REV reporting on youth participation. This data is only available at a national aggregate level and is not disaggregated by county or by individual ETB.
306. Deputy Cian O'Callaghan asked the Minister for Education and Youth further to Parliamentary Question No. 212 of 12 February 2026, to explain the process in which schools without suitable accommodation for newly sanctioned special classes can get modular accommodation; if any schools announced in the first, second and third tranche of sanctioned special classes have made a request for modular accommodation; and if so, the requests which have been approved; and if she will make a statement on the matter. [13468/26]
View answerWhen the NCSE sanction a special class in a school (primary or post-primary), school authorities can apply to my department for capital funding to repurpose an existing space within the school building to accommodate the class and/or to construct additional accommodation under my Department’s Additional School Accommodation Scheme (ASA). ASA application forms are available on my department’s website: www.education.ie
Following assessment of an ASA application, modular accommodation may be identified as the optimal accommodation solution. Prior to considering modular accommodation for a school, the department must first be satisfied about the urgency of the requirement for additional capacity and that existing accommodation at the individual school and in the local area are being maximised.
The department’s approach will be to continue to maximise the capacity of the existing school estate. 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. To support the delivery of special classes in good time, a new streamlined approach to funding was made available to repurpose existing accommodation for SEN in 2025. Further information on SEN repurposing supports can be accessed on www.gov.ie.
The Deputy will appreciate that the establishment of special classes by the National Council for Special Education (NCSE) and identifying accommodation for these classes including modular solutions is a constantly evolving process, thus the information sought by the Deputy is not available at this time.
307. Deputy Cathal Crowe asked the Minister for Education and Youth the way in which the proposed national youth sector reference group will interface with the interdepartmental/interagency group to ensure sector input directly informs budgetary and policy decisions; and if she will make a statement on the matter. [13488/26]
View answerThe national strategy for youth work and related services, Opportunities for Youth (OfY), was published in September 2024.
Both the implementation of OfY, and the cooperation of all relevant actors, will be supported through a new National Youth Sector Reference Group (NYSRG) and a group comprising representatives from departments and agencies that provide funding to or interact with the youth sector (Interdepartmental and Interagency Group on State-funded Youth Work Services).
The purpose of the NYSRG is to provide balanced and transparent input from across the youth sector into national decision-making. The group will include representatives from national youth organisations, youth work experts, and young people themselves.
The NYSRG will be an important platform for the delivery of the current suite of actions, and for the development of actions for 2027-2028. It is intended that this group will also engage with the Interdepartmental and Interagency Group on State-funded Youth Work Services, to inform national decision making, including budgetary and policy decisions.
The manner in which these groups will interact will be determined when they both meet for the first time in Q1 2026.
308. Deputy Cathal Crowe asked the Minister for Education and Youth if she will provide a table of increases for the Youth Affairs funding subhead between 2025 and 2026; if she will provide this information to include 2025 allocation, 2026 allocation and percentage increase; and if she will make a statement on the matter. [13489/26]
View answerAs 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.
In 2026, the core current funding allocation of €90.1 million will support existing youth services and youth organisations of both targeted and universal services for young people. This investment will contribute to sustaining and enhancing participation levels across all schemes, which now involve over 450,000 young people.
A breakdown of the confirmed increases for Youth Affairs–funded schemes is provided in the table below. The remaining scheme allocations for 2026 are still under review and will be issued to ETBs and National Youth Organisations following finalisation.
|
Scheme |
2025 Allocation |
2026 Allocation |
% Increase |
|
UBU Main Scheme |
€51,909,620 |
€53,466,909 |
3% |
|
YSGS Main Scheme |
€14,833,372 |
€15,278,373 |
3% |
|
ETB Youth Grant |
€5,416,524 |
€5,676,626 |
4.8% |
|
Local Youth Club Grant Scheme |
€2,700,000 |
€2,764,000 |
2% |
|
Youth Information Expenditure |
€1,512,166 |
€1,557,531 |
3% |
|
TYESI |
€1,187,000 |
€1,267,750 |
6.8% |
|
UBU - R&E |
€609,505 |
€1,100,000 |
80% |
309. Deputy Cathal Crowe asked the Minister for Education and Youth the provisions made for cost-of-living and pay comparability pressures to prevent erosion of youth service capacity across funded organisations; and if she will make a statement on the matter. [13490/26]
View answerAs 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 brings the overall core current and capital funding available to support existing youth services and youth work infrastructure to €94.1 million for 2026, representing a 9.3% increase on the corresponding funding available in 2025.
In 2026, the core current funding allocation of €90.1 million will support existing youth services and youth organisations across both targeted and universal provision for young people. This significant investment contributes directly to sustaining and enhancing participation levels across all youth funding schemes, which now involve over 450,000 young people nationwide. Both the Youth Services Grant Scheme, which supports 35 national youth organisations, and the UBU Your Place Your Space scheme, which funds 258 local youth services, received a 3% increase in their 2026 allocations, enabling these organisations to maintain existing levels of service provision and respond to operational costs.
Working with the Education and Training Boards (ETBs) and the national youth organisations, the department continues to monitor cost pressures closely. In that context, the Youth Affairs Unit has developed the Resilience and Effectiveness (R&E) Initiative as an important component of the UBU Your Place Your Space scheme, which received an 80% increase in Budget 2026, rising to €1.1 million. The R&E initiative is specifically designed to assist UBU-funded organisations to deliver more efficient, sustainable and comprehensive services to young people, while ensuring that organisations retain sufficient resilience to operate effectively over the medium to long term.
The initiative enables support for organisations experiencing particular challenges, including those arising from increasing operational costs or other financial pressures linked to the cost of living. It also facilitates investment where organisations seek to expand or strengthen their service provision for young people.
Under the initiative, ETBs play a central role in identifying and prioritising organisations within their functional areas that should be considered for support. Organisations funded under Strand A of the UBU scheme and meeting the department’s eligibility criteria may submit a short form through their ETB, outlining the basis on which they are seeking support under this initiative.
Through both the enhanced funding for 2026 and targeted supports such as the R&E Initiative, the department is committed to ensuring that youth services remain sustainable, resilient and capable of meeting the needs of young people in every community.
310. Deputy Denise Mitchell asked the Minister for Education and Youth if she will consider the establishment of more reading schools and reading classes in North Dublin area to cater for children with dyslexia; the actions she is taking to increase capacity in this area given the increased demand; and if she will make a statement on the matter. [13494/26]
View answer341. Deputy Naoise Ó Muirí asked the Minister for Education and Youth the current number of special reading classes in the north Dublin area; whether she intends to increase this provision; and if she will make a statement on the matter. [13584/26]
View answerI propose to take Questions Nos. 310 and 341 together.
This 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.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The National Council for Special Education (NCSE) offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is subject to continual review by the NCSE.
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.
311. Deputy James Geoghegan asked the Minister for Education and Youth if she will outline each section of enacted legislation, where the responsibility lies in the Minister to commence that section, that has not been commenced; if she will outline each section of enacted legislation which provides for the making of regulations by the Minister that have not been made by the Minister; if she will outline all sections of enacted legislation or secondary legislation which provide for the publication of guidelines by the Minister that have not been published, in tabular form; and if she will make a statement on the matter. [13503/26]
View answerThe details sought by the Deputy regarding sections of legislation not enacted, regulations not made, and guidelines not published, are detailed as requested in tabular form below:
Table 1 - Each section of enacted legislation, where the responsibility lies in the Minister for Education and Youth to commence that section, that has not been commenced:
|
Legislation Title |
Section Not Commenced |
|
Education for Persons with Special Educational Needs Act 2004 |
s.3 - s.13, s.14(1)(b), s.14(1)(d), s.14(1)(e), s.14(1)(f), s.15 - s.18, and s.38 |
|
Teaching Council Act 2001 |
s.39(2)(c) |
|
Supports for Survivors of Residential Institutional Abuse Act 2025 |
s.4, s.7 - s.17, and s.20 |
|
Youth Work Act 2001 |
s.8 - s.16, s.19 - s.23, and s.25 - s.37 |
Table 2 - Each section of enacted legislation which provides for the making of regulations by the Minister for Education and Youth that have not been made:
|
Legislation Title |
Section Providing for Regulations Not Yet Made |
|
Education and Training Boards Act 2013 |
s.9(3), s.11(1), s.12(3), s.17(14), s.18(12), s.38(2), s.42(1), s.43(3), 53(8), and Schedule 3, 9(4) |
|
Education Act 1998 |
s.14(6), s.25, s.28, s.30, s.33 (a-c), s.33(e-l), s.37(6)(a), s.37(6)(c-f), s.51(1)(g) |
|
Supports for Survivors of Residential Institutional Abuse Act 2025 |
s.19 |
|
Youth Work Act 2001 |
s.9(1)(a)(ii), s.11(1)(b), and s.22(5)(a) |
Table 3 - All sections of enacted legislation or secondary legislation which provide for the publication of guidelines by the Minister for Education and Youth that have not been published:
|
Legislation |
Section Providing for Publication of Guidelines Not Yet Published |
|
Youth Work Act 2001 |
s.9(1)(a)(ii), s.11(1)(b), and s.22(5)(a) |
312. Deputy Ruth Coppinger asked the Minister for Education and Youth the current timeline for the reintegration of a student into school (details supplied); and if she will make a statement on the matter. [13519/26]
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 is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
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.
313. Deputy Jen Cummins asked the Minister for Education and Youth the reduction of SNA's in Dublin 12 after the latest review, by each school. [13525/26]
View answer324. Deputy Eoghan Kenny asked the Minister for Education and Youth if her Department can intervene in the case of a person (details supplied) to ensure that adequate special needs assistants provision is obtained; and if she will make a statement on the matter. [13551/26]
View answerI propose to take Questions Nos. 313 and 324 together.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period. SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide.
The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school. When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed. The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised I as minister have paused the review of the SNA allocations.
Minister Naughton and I, the Tánaiste and the Taoiseach are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
314. Deputy John Brady asked the Minister for Education and Youth if an updated CID Circular is expected to be issued; if it will address issues where teachers are providing ongoing service over a number of years without access to permanency; and if she will make a statement on the matter. [13529/26]
View answerIn early 2025 Minister McEntee announced that teachers who have taken up their first contract in a viable teaching post in September of this 2025 will become eligible for a permanent contract in September 2026.
The Minister announced this initiative to increase job security and to make teaching a more attractive, sustainable career. This measure will see teachers who started teaching in September 2025 gain a permanent contract a year earlier than they would have previously, by qualifying for the award of a Contract of Indefinite Duration, where they have been re-appointed following a competitive recruitment process.
This will provide teachers with the certainty that they need, particularly for those who may be considering large financial commitments, such as those applying for mortgages.
This new measure will apply to both newly qualified teachers, and those teachers who have not yet managed to secure a permanent position, where those teachers satisfy the relevant criteria.
Officials within my Department are currently engaging with the teacher unions and the school management bodies to finalise the details of the new scheme, and these details will be published once this process has been completed. This process is expected to conclude in Q1 this year.
The introduction of this measure is aimed at addressing the situation where teachers are providing ongoing service over a number of years without access to permanency.
315. Deputy John Connolly asked the Minister for Education and Youth the Teaching Council process following a request by a third level institution for the accreditation of a course leading to a teaching qualification; the length of time such accreditation takes; and if she will make a statement on the matter. [13538/26]
View answerThe Teaching Council is the regulator of the teaching profession in Ireland. Its role is to protect the public by promoting and regulating professional standards in teaching.
The Council’s accreditation standards are set out in the document Céim: Standards for Initial Teacher Education. The Procedures for the Professional Accreditation of Programmes of Initial Teacher Education set out the manner in which the Teaching Council exercises its role in reviewing and accrediting programmes of initial teacher education, in accordance with Section 38 of the Teaching Council Act.
When a provider proposes a new programme, they must notify the Teaching Council, which will then advise on the next steps. The decision as to whether a HEI should be encouraged to proceed with more detailed programme planning and the submission of a pro forma will take into account a range of considerations, including supply issues. All programmes of teacher education shall have received academic accreditation before formally applying for professional accreditation with the Teaching Council. New programmes undergo a "General Review," where all aspects are thoroughly reviewed. A preliminary meeting between Teaching Council staff and the HEI allows the HEI to ask questions about completing the pro forma and associated documents.
The HEI submits the completed pro forma and documents to the Teaching Council, which conducts a desk-based review and may request further information or clarifications. Once all documents are received, a Review Panel is appointed by the Teaching Council Director, and the Review Panel is then briefed by the Teaching Council staff. The Review Panel meets and reviews documentation. Following this meeting, contact will be made with the HEI seeking further clarifications as necessary and giving notice regarding a site visit if required and/or meeting with relevant HEI personnel. Arrangements for the visit/meeting are made through a call between the HEI, the Chair of the Review Panel, and the Rapporteur.
After the site visit, the Review Panel agrees on recommendations and prepares a draft report, which is issued to the HEI for feedback and confirmation of facts within 30 days.
The Review Panel Chairperson will present the report to the Council’s Education Committee who will:
1) Approve the accreditation of the programme; or
2) Refuse accreditation
If the Education Committee approves the accreditation of the programme, it may include requirements to be met within a specified timeframe.
The HEI and the Minister are informed of the outcome, and the report is published on the Teaching Council website.
The Teaching Council undertook the Second Cycle of Accreditation from 2021-2024, in which 52 existing ITE programmes at a total of 14 HEIs were reviewed. The average review time from submission date by the HEI to the Education Committee was approximately 8 months. A number of factors contribute to this timeframe, including time of the year for submission, the need for meetings and site visits to occur during the HEI academic year, and the schedule of dates for Education Committee meetings.
The Procedures for the Professional Accreditation of Programmes of ITE are available on the Teaching Council website here: www.teachingcouncil.ie/assets/uploads/2023/08/procedures.pdf
316. Deputy Ruth Coppinger asked the Minister for Education and Youth her plans to legislate for a change to Croke Park hours for teachers due to concerns that have been raised (details supplied); and if she will make a statement on the matter. [13541/26]
View answerThe Croke Park Agreement hours are part of wider productivity measures introduced under the Public Service Agreements. In schools, the Croke Park Agreement hours are 33 additional hours a year at post primary (36 hours at primary) worked by teachers.
A central purpose of the Croke Park Agreement hours is to provide for certain essential activities such as staff meetings, parent-teacher meetings, school planning, subject planning and mandated Continuous Professional Development to take place without reducing tuition time. Utilisation of the additional hours for these purposes has practically eliminated school closures which were previously necessary for activities such as the ones mentioned above.
317. Deputy Sorca Clarke asked the Minister for Education and Youth to provide, with respect to the 2026/27 academic year, a full list of schools in Longford-Westmeath that have been sanctioned by the NCSE and her Department to open new ASD classrooms; the timeframe for delivery for each one; the status of each; to outline the supports that will be put in place to ensure these classes are operational in a timely manner. [13544/26]
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.
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.
I want to assureyou also that my department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all students are successful in accessing an education.
318. Deputy Willie O'Dea asked the Minister for Education and Youth to confirm if she received correspondence dated 27 January 2026 from a company (detail supplied) when she intends to respond to this correspondence. [13545/26]
View answerI wish to thank the Deputy for his communication regarding my Department’s MMC 3d volumetric modular framework relating to a modular provider (details supplied). As you will be aware I also received this communication directly to my office.
The primary objective of my department in the running of this competition is to establish a framework agreement of suitably qualified economic operators for the provision of MMC pre-fabricated modular 3D volumetric educational accommodation. The framework agreement which is now established will operate for a term of up to four years.
The communication from the provider relates to their unsuccessful submission to obtain a place on the Framework and specifically the qualification criteria applied in regard to joint-venture minimum requirements.
Under EU public procurement law, contracting authorities may require that both members of a Joint Venture meet specific pre-qualification selection criteria, including those related to technical capability and experience, provided that this is objectively justified, proportionate, and clearly stated in the procurement documents. My department gave comprehensive feedback to the modular provider as to why it was stipulated in the competition that both members of a joint venture must demonstrate past experience in the delivery of modular buildings:
The purpose of the competition is to establish a framework agreement for Category 1 MMC only (i.e. 3D volumetric modular buildings). Other MMC solutions or traditional methods of construction are not acceptable as was clearly stated in the PIM document.
To ensure a level playing field, all applicants - including JV members - must be assessed on a consistent basis. Evaluating each JV member individually ensures that the contracting authority can verify that the JV as a whole meets the minimum standards for Technical Capability Criteria; specifically that each member can demonstrate past experience in the delivery of MMC Category 1 buildings.
The requirement for both JV members to demonstrate personnel and company past experience in modular buildings was a key requirement of this procurement competition as part of the contracting authority’s risk management strategy, such as:
the importance of ensuring contract performance reliability and guarantee, necessitated the assessment of the capability of both JV members,
the importance of ensuring that both members had experience and track record in the delivery of 3D volumetric modular buildings, specifically in the event of a potential future dispute between JV members, default or insolvency event by one member.
The Department of Education and Youth is satisfied that it has conducted the competition in a fair, transparent and objective manner in compliance with procurement law and has iterated this in its feedback correspondence to the modular provider.
