Written Answers Nos. 537-556
537. Deputy Grace Boland asked the Minister for Education and Youth current level of dyslexia-specific supports available in primary and post-primary schools; and whether her Department plans to expand evidence-based interventions for students with dyslexia; and if she will make a statement on the matter. [14642/26]
View answer538. Deputy Grace Boland asked the Minister for Education and Youth if her Department will review the Special Education Teaching allocation model to ensure it adequately reflects the number of students with dyslexia in each school; and if she will make a statement on the matter. [14643/26]
View answer541. Deputy Grace Boland asked the Minister for Education and Youth the estimated number of students currently diagnosed with dyslexia in primary and post-primary schools; and if she will make a statement on the matter. [14646/26]
View answer543. Deputy Grace Boland asked the Minister for Education and Youth if she could provide the number of children diagnosed with dyslexia in each of the past five academic years, broken down by constituency, in tabular form; and if she will make a statement on the matter. [14648/26]
View answerI propose to take Questions Nos. 537, 538, 541 and 543 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, to be increased to 388 for 2026. 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.
I am also pleased to say that, through the NCSE, we will be trialling an approach to support teachers’ capacity meet the needs of dyslexic students. This programme will commence in a number of primary and post-primary schools in September 2026 and will see graduates of an M.Ed (dyslexia) programme supporting teachers in schools in their locality to identify and meet the needs of dyslexic students.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
The department recognises the importance of providing well-timed and appropriate support to students with identified learning needs.
The special education teaching (SET) allocation for mainstream schools provides a single unified allocation for special educational support teaching needs to each school, based on the educational needs profile of each school.
Schools are frontloaded with ring-fenced SET resources for the purpose of supporting students with an identified special education learning need. The allocation allows schools to provide additional teaching support for students who require such support.
It is a matter for schools to deploy SET resources effectively to meet the needs identified in Student Support Plans, based on the continuum of support framework. SET hours should only be used for their intended purpose to support students with a special education learning need.
The department does not hold centralised comparative data on the level of individual student needs. Such data is maintained at individual school level and detailed within the individual student support file held by the school. The Continuum of Support is the framework developed by NEPS for schools to identify, plan and provide support for children and young people who experience difficulties with their learning.
The National Educational Psychological Service (NEPS) supports schools in implementing the Continuum of Support framework with each school taking responsibility for initial assessment, educational planning and supports for children and young people with special educational needs. Under this model, a child or young person does not require a psychological assessment diagnosis in order to access additional support at school.
This Continuum of Support framework recognises that special educational needs occur along a continuum, ranging from mild to more significant, and from transient to enduring. It recognises that children require different levels of support depending on their identified educational needs, and that needs may change over time. Using this framework helps to ensure flexible and timely allocation of supports, so that those children with the greatest level of need have access to the greatest level of 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.
539. Deputy Grace Boland asked the Minister for Education and Youth the number of teachers who have completed dyslexia-specific training through her Department or NCSE in the past three years; and whether further mandatory training is planned; and if she will make a statement on the matter. [14644/26]
View answer542. Deputy Grace Boland asked the Minister for Education and Youth if her Department or the NCSE maintains a dyslexia national prevalence database; and if she will make a statement on the matter. [14647/26]
View answerI propose to take Questions Nos. 539 and 542 together.
Enabling 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.
The NCSE provides support for teachers with additional training needs in the area of special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs.
This included Teacher Professional Learning (TPL). The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers. Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website (www.ncse.ie/tpl).
I am also pleased to say that, through the NCSE, we will be trialling an approach to support teachers’ capacity to meet the needs of dyslexic students. This programme will commence in a number of primary and post-primary schools in September 2026 and will see graduates of an M.Ed (dyslexia) programme supporting teachers in schools in their locality to identify and meet the needs of dyslexic students.
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.
540. Deputy Grace Boland asked the Minister for Education and Youth the average waiting time for an educational psychological assessment for suspected dyslexia through the NEPS system; and if she will make a statement on the matter. [14645/26]
View answerI would like to take this opportunity to outline the work of my department in this area more broadly and the role of NEPS. All schools have access to:
• General support and advice from a NEPS psychologist, either through the school’s assigned psychologist or through the NEPS Advisory Support Line. The NEPS Advisory Support line provides access for schools to support and advice from a Senior Educational Psychologist in NEPS via a designated phone line available from Monday to Friday.
• Support from a NEPS psychologist in the event of a Critical Incident.
• National and Regional Support and Development service for school staff, which is advertised through the Education Support Centres of Ireland and covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.
• Access for individual casework where a priority need is established to either a NEPS psychologist or a private educational psychologist on the Scheme for Commissioning Psychological Assessments (SCPA) panel. In order to join the panel, private educational psychologists must meet qualification criteria set by the Department. The scheme is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
NEPS does not operate waiting lists. In common with other psychological services and best international practice, NEPS operates on a consultative model of service. There is a focus on the individual assessment work that NEPS carries out in schools, however, assessments are only one aspect of the NEPS service.
NEPS encourages schools to support children and young people using the Continuum of Support, whereby school staff use a problem-solving approach, including school screening (assessment) and evidence-based intervention, for children and young people with learning, emotional or behavioural difficulties. The response to intervention is monitored and recorded in the Student Support File. The teachers, parents and child are involved in this process. This model means that pupils do not need a diagnosis of a disability in order to access additional support in school.
If a school has concerns that a child or young person is not making reasonable progress following evidence informed support and intervention, the school may prioritise the involvement of NEPS to support the identification of need process. The involvement of the NEPS psychologist can be helpful to support the identification of need process.
NEPS has developed a guidance document, Supporting Students with Literacy Difficulties Using the Continuum of Support, with specific versions for primary and post primary schools (available at the following link:
www.gov.ie/en/department-of-education/collections/national-educational-psychological-service-neps-guidelines-tips-and-handouts-for-parents-and-teachers). This guidance document is to support schools to implement a needs-based approach to support children who experience difficulties with literacy, including those with dyslexia.
Training is also being provided by NEPS nationally for all schools (facilitated by local Educational Centres/ESCI), on Supporting Pupils with Literacy Difficulties, using the Continuum of Support.
544. Deputy Grace Boland asked the Minister for Education and Youth her Department’s current policy on the provision of assistive technology for students with special educational needs, including dyslexia; and if she will make a statement on the matter. [14649/26]
View answer545. Deputy Grace Boland asked the Minister for Education and Youth the number of applications received by the National Council for Special Education for assistive technology supports in each of the last five years; the number approved; and if she will make a statement on the matter. [14650/26]
View answer546. Deputy Grace Boland asked the Minister for Education and Youth the current average processing time for assistive technology applications; and if she will make a statement on the matter. [14651/26]
View answerI propose to take Questions Nos. 544 to 546, inclusive, together.
Under the Assistive Technology Scheme, as set out in my department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes. This includes children with dyslexia and others who require essential specialist equipment to access the school curriculum.
The Assistive Technology Scheme is provided by my department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment in order to access the school curriculum. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to the department where assistive technology/ specialised equipment is required. The NCSE operates within the department's criteria in making recommendations for support.
To qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential to allow the student to access the curriculum.
Schools make applications directly to their local Special Educational Needs Organiser (SENO), providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
SENOs will review the application and supporting professional reports to establish whether the criteria of the scheme have been met. They will then make a recommendation to my department as to whether the assistive technology is required or not. Based on this recommendation, my department will decide on the level of grant, if any, to be provided.
The following are the number of applications received and recommended by the NCSE for assistive technology supports in each of the last five years:
|
Calendar Year |
2025 |
2024 |
2023 |
2022 |
2021 |
|
No of applications for assistive technology received by NCSE |
8,895 |
8,055 |
7,675 |
6,845 |
6,373 |
|
No of applications recommended |
7,312 |
6,328 |
5,633 |
4,905 |
4,607 |
My department is currently processing a high volume of Assistive Technology applications. The number of applications has increased significantly in recent years, with approximately twice as much equipment sanctioned in 2023 compared with 2018 (i.e. 3,850). The average processing time for applications received by the department in 2025 was 39 working days.
My department would also like to reassure the deputy that applications for equipment for students with hearing and/or visual impairments are prioritised and there is currently no delay in the processing these applications. Sixth class pupils are also being prioritised to ensure that equipment is in place to assist with their transition to post-primary school. All other applications will be processed in accordance with the date that recommendations are received in the department by the SENO.
Officials in my department are currently undertaking a review of the Assistive Technology Scheme, with one of the key goals being to streamline the application process. As part of the review, all aspects of the application process are being examined. This includes the refund process, where consideration is being given to providing funds to schools in advance of equipment purchases. Not only will this change aim to streamline the application process, but it will expedite the time in which children who require assistive technology receive their equipment.
547. Deputy Mark Ward asked the Minister for Education and Youth the supports that are in place for a child with autism who cannot attend mainstream secondary school (details supplied); to outline who parents can contact; and if she will make a statement on the matter. [14652/26]
View answerMy department's Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, it is intended to be a short term intervention.
The Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. Circular 0050/2024 provides information in relation to the 2025/2026 Home Tuition Grant Scheme and can be accessed by clicking on the following link: [Home Tuition Grant Scheme 2025 2026 – Special Education Component] (www.gov.ie/en/department-of-education/circulars/home-tuition-grant-scheme-2025-2026-special-education-component/)
The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for:
(a) Pre-School Children with autism who meet the scheme’s eligibility criteria
(b) Children seeking a Special School or Special Class placement
(c) Students, enrolled in schools, with a significant medical condition, which has caused, and is likely to continue to cause, major disruption to their attendance at school
(d) Students, enrolled in schools, with school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school
Under the Home Tuition Grant Scheme, the principle that home tuition cannot be provided as an alternative to school attendance applies.
It is open to the parents or legal guardians to contact the Special Education Section for guidance on the application process and to seek information on the eligibility criteria for the various strands of the scheme.
Alternatively, should the Deputy wish to provide the Department with the relevant contact details, an official will make direct contact with the parents or legal guardians to offer assistance.
Contact details for the Home Tuition Unit are as follows:
Address:
Special Education Section
Department of Education and Youth
Cornamaddy
Athlone
County Westmeath
N37 X659
Email: special_education@education.gov.ie
Telephone: (090) 648 4187
548. Deputy Pádraig Rice asked the Minister for Education and Youth the procedure behind cuts in SNAs in a school in Cork (details supplied); the mechanisms that exist to address cases where schools report unmet need; if her Department will reverse this decision; and if she will make a statement on the matter. [14658/26]
View answer549. Deputy Pádraig Rice asked the Minister for Education and Youth her views on the decision to cut SNAs in a school in Cork (details supplied); the way in which the NCSE came to this decision; and if she will make a statement on the matter. [14660/26]
View answer550. Deputy Ged Nash asked the Minister for Education and Youth to obtain from the NCSE the names of the individual schools in County Louth that received notice from the NCSE (prior to the announcement by the Minister that the current review of SNA allocation is to be paused), informing them that they would lose SNAs in their mainstream classes in the next school year; the number of SNAs that were scheduled to be lost to each school, as reflected in the correspondence received by each school concerned, in tabular form; and if she will make a statement on the matter. [14662/26]
View answer557. Deputy Emer Currie asked the Minister for Education and Youth for clarity on an SNA review (details supplied); and if she will make a statement on the matter. [14835/26]
View answerI propose to take Questions Nos. 548 to 550, inclusive, and 557 together.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
The number of special needs assistants (SNAs) allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.
SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
I have listened carefully to all of the issues raised by parents and school communities.
It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the National Council for Special Education (NCSE) and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
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.
552. Deputy Ken O'Flynn asked the Minister for Education and Youth whether the Interdepartmental Group established to examine the issue of historic child sexual abuse in primary and secondary schools has completed its work; if so, the date on which its report or recommendations were furnished to her; whether Government has considered the report; whether a formal decision has been taken regarding the establishment of a redress scheme for survivors of historic child sexual abuse in primary and secondary schools; and the current timeline, for legislative or administrative action in this regard. [14679/26]
View answerThe Report of the Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders was published in 2024. The principal recommendation of the Report, for the establishment of a Commission of Investigation, was accepted by Government and Mr Justice Michael MacGrath was appointed as the Chair of the Commission with effect from 1 October 2025.
The Report of the Scoping Inquiry also recognised the significance of redress for survivors, many of whom told the Scoping Inquiry’s Survivor Engagement process that they viewed it as a measure of accountability for those who ran schools where child sexual abuse occurred. The Scoping Inquiry recommended that consideration be given by the Government to establishing a redress scheme and that it consult with the orders on contributions to any such scheme.
The report of the Inter-Departmental Group (IDG), established to advise Government on the recommendations of the Scoping Inquiry, was considered by Government and published on 8th July 2025. The IDG was cognisant of the views of survivors in relation to redress as a measure of accountability. It recognised that consideration of a redress scheme may have far-reaching implications and advised that further detailed work is required to ensure that Government is fully informed in any decision it may take.
Government accepted this advice and the IDG has commenced this further work to examine the mechanisms that may be brought to bear so that those responsible for schools where historical sexual abuse happened meet their obligations to survivors.
The work of the IDG is entirely separate from the work of the Commission, which does not have a role in relation to redress. The IDG aims to complete its work within 18 months and will make a report to the Minister, based on which Government will give consideration to establishing a redress scheme and any related legislative or administrative measures required.
553. Deputy Ken O'Flynn asked the Minister for Education and Youth whether she is satisfied that the State’s current legal and administrative framework provides an effective remedy for survivors of historic child sexual abuse in primary and secondary schools; whether the Government has undertaken an assessment of the State’s obligations arising from the judgment of the European Court of Human in a case (details supplied) in the context of survivors who do not fall within existing redress schemes; whether any formal review has been carried out to determine if additional legislative or administrative measures are required to ensure compliance with Articles 3 and 13 of the European Convention on Human Rights; and if she will make a statement on the matter. [14680/26]
View answerI can advise the Deputy that a range of measures have been put in place to implement the European Court of Human Rights (ECtHR) judgement in O’Keeffe v Ireland.
These measures include significant reforms of the legislative and administrative framework relating to child protection in schools and the implementation of an ex gratia scheme to provide compensation to individuals falling within the scope of the judgement.
In accordance with the process for monitoring the ECtHR judgements, the State provides regular updates to the Council of Europe regarding Ireland's implementation of the judgement. The latest Action Plan in relation to the implementation of the judgement is available on my Department's website: www.assets.gov.ie/static/documents/OKeeffe_v_Ireland_Action_Plan_30_July_2025.pdf
In addition, a Commission of Investigation has been established by the Government to investigate the handling of historical child sexual abuse in all day and boarding schools. The Chair of the commission was appointed effective from 1st October 2025 and is currently undertaking initial technical and preparatory work on the systems and processes required to support the work of the Commission.
554. Deputy Joe Neville asked the Minister for Education and Youth if there are any grants or financial aids available to a school (details supplied) to enhance their outdoor yard space that would pay for outdoor play equipment; and if she will make a statement on the matter. [14785/26]
View answerAs the Deputy may be aware, the purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis for categories of works such as external works which could include the upgrade of a play area.
The CASWS closed to new applications on the 30th of June 2025 and my Department has confirmed that no application was submitted by the school in question. Full details of the new CASWS, Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link:
www.gov.ie/en/department-of-education/services/summer-works-scheme/
It should be noted that funding approved under the CASWS programme may only be used to upgrade an external area and would not be approved to purchase playground equipment.
556. Deputy Cian O'Callaghan asked the Minister for Education and Youth when the new school building project for a school (details supplied) will be published on eTenders; and if she will make a statement on the matter. [14823/26]
View answerThe large scale capital project for the school referred to by the Deputy is the provision of a new 600 pupil school building including all associated ancillary accommodation.
I am pleased to confirm that the project was authorised to proceed to tender on 12 November 2025. The invitation to tender issued on 28 November 2025 through the e-tenders portal. Tender submissions are expected shortly, following a request for extension to the return period.
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.
My Department will continue to build on the progress made over recent years with the continued rollout of these projects on a prioritised basis to meet the most urgent needs of terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have published a list of the 105 school building projects in the first tranche to proceed to tender or construction over 2026 and 2027. This list includes the project at Gaelcholáiste Reachrann and 19 other projects in County Dublin.
These projects are in addition to €1794.9 5million in capital funding for County Dublin schools between 2020 and 2025. Over that period, a total of 244 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 64 school projects in County Dublin under construction.
The 105 prioritised projects will progress to tender and/or construction on a rolling basis over the course of 2026 and 2027 and within the context of NDP funding parameters. The timing of project progression will reflect the need to carefully manage the rollout of these projects to construction on a controlled basis to ensure that projects are delivered efficiently, align with the requirements of the Infrastructure Guidelines and Capital Works Management Framework and remain within the parameters of NDP Funding.
Department officials will continue to engage closely with Patron Bodies, Management Bodies and Schools with respect to the timing of the progression of projects to tender and/or construction over the period 2026 to 2027. This will include continued engagement with Gaelcholáiste Reachrann with respect to the progression of its project to construction. The current status of all projects continues to be set out under item number ten at gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
