Dáil Éireann Debate, Wednesday - 25 February 2026
123. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the measures in place to ensure that the most experienced SETs are working with the children with the highest level of need in schools; and if she will make a statement on the matter. [15344/26]
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 promotes that students will be supported to receive an education in the most inclusive setting possible.
Special education teachers provide additional teaching to students attending mainstream classes with special educational needs using a wide variety of teaching approaches.
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 SET guidelines and Indicators of effective practice for schools were published in December 2024 by the department and they outline schools that the children with the greatest level of need receive the greatest level of support, from special education teachers with the most relevant expertise for the particular identified learning need. These are available on at the following link: www.gov.ie/en/department-of-education/publications/set-guidelines-and-supporting-documentation-to-aid-schools-in-supporting-childrenyoung-people-with-special-education-needs/#primary-schools.
It is the responsibility of the Principal and Board of Management in the deployment of their SET resources to ensure this occurs.
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.
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.
