Written Answers Nos. 469-488
469. Deputy Emer Currie asked the Minister for Education and Youth for an update on the measures being taken to improve communication around the NCSE 1 October deadline; and if she will make a statement on the matter. [16691/26]
View answerThe 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.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip 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 new timeline was publicised widely and communicated with schools and special education advocacy groups and parent representative bodies. The NCSE also undertook a lot of work at local level to ensure that families were aware of the process and consequently report a significant level of engagement and contact from families before 1 October.
The NCSE has advised my department of an increasing number of children and young people who have come to their attention since the 1 October timeline. My department and the NCSE have worked on proposals to address the needs of children and young people coming forward to the NCSE after 1 October. I am pleased to say the NCSE has recommenced the issuing of letters of eligibility to children and young people who have made contact with them after the 1 October timeline and who meet the criteria for a special class or special school placement.
Each school prepares and publishes their own admissions policy and runs their own admissions process in line with the Admissions Act. Individual schools will determine the outcome of applications received by them in accordance with their own admissions policy and procedures. I want to reassure families that they will be supported in seeking a placement and that no child or young person should be prevented from starting school. There are a wide range of supports in mainstream classes, special classes and special schools for children and young people with additional needs.
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.
470. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Youth to establish if transport escorts for adults with disabilities, attending services (details supplied) and employed under the umbrella of Transport for Ireland receive higher pay along with statutory holidays in comparison to school transport escorts paid through her Department’s special educational needs transport scheme; and if she will make a statement on the matter. [16825/26]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
There is a facility within the Special Educational Needs Transport Scheme for the appointment of a school transport escort where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.
The Board of Management/ETB are responsible for the employment of the school transport escort. The Department of Education and Youth provides grant funding directly to the school for the employment of the school transport escort and sets the rate of pay.
It is recognised that school bus escorts play a vital role in supporting children with special educational needs in their journey to and from school.
A review of the School Transport Scheme was completed in 2024. As a recommended action arising from the review, the Department committed to continuing the comprehensive analysis of matters relating to escort's pay, and the information provided to schools as the employer of the escort.
The work by School Transport Section regarding the employment of school bus escorts has been completed and an information pack has issued to schools. This pack is updated regularly and is also available on the Department’s website at: www.gov.ie/en/department-of-education/collections/services-for-schools-and-school-staff/#school-transport-escorts
The commitment to review pay rates for school bus escorts has also been completed. Since that time, the rate of pay for escorts was increased from 01 October 2024. The current rate per hour is €15.82 effective from 01 February 2026. Holiday pay will continue to be paid at 8%.
Independent Travel Support is a service provided by Transport for Ireland and does not fall under the remit of the School Transport Scheme.
471. Deputy Cathal Crowe asked the Minister for Education and Youth if she clarify the position of her Department on the provision of positive behaviour support within special education schools, autism classes and mainstream settings where autistic or behaviourally vulnerable students are enrolled (details supplied); and if she will make a statement on the matter. [16836/26]
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.
On December 12, 2024, the department published the "Understanding Behaviours of Concern and Responding to Crisis Situations in Schools" guidelines.
Behaviours of concern are defined in the guidelines as “behaviours that indicate a risk to the safety or wellbeing of the people who exhibit them or to others”.
The guidelines have been developed to address uncertainty for staff on how to respond when facing crisis situation where there are concerns regarding physical safety. They focus on creating inclusive environments which can respond to need and build on good practice including prevention and de-escalation.
Development of the guidelines has been informed by evidence showing that whole school positive behavioural approaches and early and ongoing engagement with the school community, including parents/guardians, are necessary for the development of effective school policy and practice.
The guidelines place a strong focus on prevention and early intervention strategies for the management of crisis situations in which physical intervention may be employed only as the last part of a comprehensive, positive, and planned behavioural approach by the school.
The guidelines explicitly state seclusion should not be used under any circumstances in any recognised school setting.
These important guidelines will aid schools and provide guidance on effective approaches to supporting students with behaviours of concern. The guidelines provide an essential reference point for people working with children and young people with complex needs in challenging situations.
In developing the guidelines they were subject to an extensive consultation process with education stakeholders and advocacy groups. In addition, the Guidelines and the attendant training programme were subject to trials in special schools. In that regard, the Department has taken account of feedback provided in the development of the guidelines.
A range of training opportunities is available to schools through the National Council for Special Education (NCSE) to support their engagement with the guidelines and with the broader issue of student behaviour.
Aligned to the publication is a training programme consisting of 3 levels. Special schools will be prioritised in respect of training opportunities.
Outline of Training Plan for Guidelines:
• Training for All Schools - Online webinars and a number of face-to-face information sessions were held in Education Centres during January, February and March, the department are planning more face to face information sessions for the 2025/2026 academic year. The online webinars will be for teachers and, separately, for parents.
• Training for Some Schools - NCSE training is provided, on request, to schools on behaviour. All training programmes provided by NCSE will take full account of the key messages in the guidelines.
• Training for a Few Schools – Procured external training on de-escalation and physical restraint. This training will be provided in the first instance for schools which demonstrate a clear need for this training. However, it will be ultimately available to all schools who require same.
In relation to the procured external training for the department's Understanding and Responding to Behaviours of Concern Guidelines, this training has a strong focus on prevention and de-escalation.
The NCSE recently launched Relate, a comprehensive resource to support behaviour using neurodiversity affirming approaches. This resource is accompanied by a full breadth of training supports from the NCSE Behaviour and Wellbeing team, including in person visits, sustained support to special schools, the behaviour for learning programme for post primary schools, and in person and sustained support in special classes and primary schools.
There are a number of EPV approved summer courses in behaviour this year for primary and special schoolteachers and a programme of learning for whole staff sessions in late August. There are weekly behaviour training opportunities throughout the year on the NCSE teacher professional learning calendar, as well as many communities of practice facilitated by NCSE Advisors. The NCSE funded SNA course has been updated to provide Relate training to SNAs and there is a programme of learning available to schools who wish to use their Croke Park hours to engage in whole staff learning around behaviour, regulation and trauma informed practices.
Furthermore, a range of guidance is available for schools in relation to behaviour. The Department of Education and Youth published Autism Guidance in 2022 which contains information on behaviours. Tusla's Educational Welfare Service has published guidelines for schools on Codes of Behaviour.
The department endeavours to ensure that policies, resources and supports for schools are underpinned by extensive reviews of research and evidence. Further, the policy-making process is informed by the outcomes of consultations with relevant stakeholders and professionals, including cross sectoral engagements with Health Service Executive (HSE),The Department of Further and Higher Education, Research, Innovation and Science (DFHERIS) and Department of Health (DoH).
472. Deputy Barry Heneghan asked the Minister for Education and Youth the number of children and young people who are blind or visually impaired and who are currently receiving orientation and mobility or rehabilitation services delivered by an organisation (details supplied), and funded by her Department, in counties Cork, Tipperary and Waterford. in tabular form; and if she will make a statement on the matter. [16838/26]
View answerSince 1999, my Department has partnered with the Irish Guide Dogs for the Blind (IGDB) to support the operation of the Child Mobility Programme. This funding enables IGDB to employ a Mobility Instructor who works with blind and visually impaired children, providing mobility training in schools and along school routes, as well as assisting with the use of canes and other mobility equipment.
The Visiting Teacher Service within the National Council for Special Education (NCSE) is responsible for selecting the children who participate in the programme.
The figures sought by the Deputy are not readily available, however, my Department is liaising with the Visiting Teacher Service to compile this information and will forward it to the Deputy as soon as it becomes available.
473. Deputy Robert O'Donoghue asked the Minister for Education and Youth the amount of funding currently allocated to post-primary school for the employment of substitute teachers; the basis on which this allocation is calculated; and if she will make a statement on the matter. [16847/26]
View answer474. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether the grant or allocation provided to schools for each substitute teacher cover has increased in each of the past 20 years; to provide a year-by-year breakdown of same; and if she will make a statement on the matter. [16848/26]
View answer475. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether the allocation for substitute teacher cover has remained unchanged over the past two decades despite increases in salary scales and cost-of-living pressures; and if she will make a statement on the matter. [16849/26]
View answer500. Deputy Robert O'Donoghue asked the Minister for Education and Youth the changes that have occurred in substitute teacher daily rates and salary scales over the past 20 years; if she will provide a breakdown of these changes by year; and if she will make a statement on the matter. [16981/26]
View answerI propose to take Questions Nos. 473, 474, 475 and 500 together.
My Department meets the cost of salaries and allowances of teachers employed in primary, voluntary secondary, community and comprehensive schools, including the costs of substitute teacher cover.
There is no specific allocation to schools for substitute teacher pay. Substitute costs are met from the Department's overall budget provision.
Daily and hourly rates of substitute pay are increased in line with increases to teachers pay under wage agreements such as the Public Service Agreement 2024-2026.
Updated rates are outlined in my Department's circular letters on the pay increase applied from 1 February 2026, links to which are copied below:
www.gov.ie/en/department-of-education/circulars/revision-of-primary-teacher-salaries-under-the-public-service-agreement-2024-2026-effective-from-01-february-2026/
www.gov.ie/en/department-of-education/circulars/revision-of-post-primary-teacher-salaries-under-the-public-service-agreement-2024-2026-effective-from-01-february-2026/
476. Deputy Barry Heneghan asked the Minister for Education and Youth the status of the review into the upper age limit of 70 for drivers operating under the school transport scheme; when that review is expected to conclude; and if she will make a statement on the matter. [16862/26]
View answer479. Deputy Barry Heneghan asked the Minister for Education and Youth whether consideration is being given to permitting drivers over the age of 70 to continue operating school transport services subject to annual medical and eyesight certification; and if she will make a statement on the matter. [16865/26]
View answer480. Deputy Barry Heneghan asked the Minister for Education and Youth the role of Bus Éireann in determining the upper age limit for drivers operating under the school transport scheme; whether her Department has directed or requested a review of this policy; and if she will make a statement on the matter. [16866/26]
View answer481. Deputy Barry Heneghan asked the Minister for Education and Youth the progress made to date on the Programme for Government commitment to assess the feasibility of removing the exclusion of drivers aged over 70 from participation in the school transport scheme; and if she will make a statement on the matter. [16867/26]
View answer512. Deputy Peadar Tóibín asked the Minister for Education and Youth when the review of the policy within the school transport scheme, which prevents school bus drivers aged 70 years-of-age and over from driving will be completed; her plans to change this policy; and if she will make a statement on the matter. [17042/26]
View answerI propose to take Questions Nos. 476, 479, 480, 481 and 512 together.
The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to all Bus Éireann road passenger services.
The Road Safety Authority, under the remit of the Department of Transport, committed to reviewing the upper age limit of drivers as it relates to larger vehicles/school buses. This review is now complete and is available on the Oireachtas website here: PAC - RSA report over 70s.
Under the new Programme for Government, a commitment has been made to "Carry out an independent assessment on the feasibility of removing the exclusion of drivers aged over 70 from the School Transport Scheme".
There is ongoing engagement between the Department and Bus Éireann to advance this commitment as quickly as possible.
477. Deputy Barry Heneghan asked the Minister for Education and Youth the number of school transport drivers who have been required to cease driving upon reaching the age of 70 in each of the past three years; the projected number expected to be affected in the next two years, in tabular form; and if she will make a statement on the matter. [16863/26]
View answer478. Deputy Barry Heneghan asked the Minister for Education and Youth the extent to which the mandatory upper age limit of 70 for school transport drivers is contributing to driver shortages; the assessment her Department has undertaken in this regard; the contingency measures in place to maintain continuity of service; and if she will make a statement on the matter. [16864/26]
View answerI propose to take Questions Nos. 477 and 478 together.
The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to all Bus Éireann road passenger services.
Under the new Programme for Government (PFG), Government has committed to "Carry out an independent assessment on the feasibility of removing the exclusion of drivers aged over 70 from the School Transport Scheme". My Department is continuing to engage with the Department of Transport and with Bus Éireann on this PfG commitment.
The School Transport Scheme is operated using a mix of Bus Éireann owned vehicles and directly recruited drivers, and private contractors who recruit their own drivers to operate on the scheme.
Over 90% of school bus services are provided by private contractors; each contractor recruits school vehicle drivers directly. On that basis, data on the ages of contracted drivers is not readily available. This can be because contractors may nominate more drivers than necessary to drive contractor vehicles so they have driver replacement cover for short term absences. Data on drivers that are directly employed by Bus Éireann is provided in the attached table.
The Department of Transport has also indicated that the wider public transport sector has faced a number of challenges with regard to the recruitment of drivers and mechanics/craftworkers in the last 12-18 months.
As part of a national focus on driver requirements, the Department of Education and Youth has facilitated a working group with the Department of Transport, Bus Éireann, and Education and Training Boards Ireland (ETBI) to discuss the challenges and to action possible solutions to increase the availability of drivers. This group established a communications subgroup, enabled the continuation of a collaboration between Bus Éireann and ETBI at a local level.
Arising from the work mentioned above, the Department of Transport has established a Public Transport Workforce Taskforce to identify options to assist with resolving these issues.
The taskforce is chaired by the Department of Transport, which will meet on a monthly basis, and includes representatives from the school transport section in my Department, relevant transport operators and agencies, and training bodies.
The aim of the taskforce is to work collaboratively to identify contributing factors to the recruitment issues and put forward recommendations and measures to create a pipeline of workers to address these issues.
37 drivers exited the company in the last three years from 2023-2025 inclusive on reaching the upper age limit of 70
|
|
2026 |
2027 |
2028 |
|
Number of Bus Éireann school drivers that will exit on reaching 70 years of age |
6 |
10 |
18 |
482. Deputy Ivana Bacik asked the Minister for Education and Youth for an update on the forecasting done by her Department in respect of capacity of primary and secondary schools for catchment areas touching Dublin 2, 4, 6, 6W and 8. [16877/26]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority of mine.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
• Since 2020 the Department of Education has provided €1.824 billion in capital funding for Dublin schools.
• Over this period, a total of 245 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation.
• There are currently 60 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 472 special classes have been opened in Dublin, 71 of which were sanctioned for September 2026.
My department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
The availability of places is a matter for each individual school in the context of their Admissions legislation.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
I want to assure the Deputy that my department will continue to work to ensure a school place for every child in Dublin 2, 4, 6W and 8, as with other areas across the country, under review.
483. Deputy Ivana Bacik asked the Minister for Education and Youth further to Parliamentary Question No. 591 of 24 February 2026, in relation to the plan mentioned, if she will supply a timeline for carrying out and completion of the necessary works; and if she will make a statement on the matter. [16878/26]
View answerFurther to Parliamentary Question No.591, in which the Deputy enquired as to the necessary work within the existing school site, I can confirm that officials from my department have visited the school and conducted an assessment of the school's accommodation requirements. The department has appointed a Project Manager to oversee work on the school's accommodation.
It is intended to complete all work relating to the school's accommodation requirements to enable the co-educational Gaelcholáiste to commence operating from September 2026.
484. Deputy Niamh Smyth asked the Minister for Education and Youth for an update on a school project (details supplied); and if she will make a statement on the matter. [16879/26]
View answerThe school to which the Deputy refers was approved to enter my Department’s pipeline for a project under the Additional School Accommodation (ASA) Scheme. The project will provide for three classrooms, one to replace the existing Moderate General Learning Difficulty (GLD) classroom and two additional Mild GLD classrooms, along with the associated ancillary accommodation.
A Stage 1 submission was received in September 2025 and is currently undergoing a comprehensive technical and cost review. All projects, including this one, are subject to the full due-diligence requirements set out in my Department’s Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
With regard to an additional third classroom, 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.
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.
485. Deputy John McGuinness asked the Minister for Education and Youth the reason a school (details supplied) has no SNA support, given the school has submitted an application and an appeal; and if she will make a statement on the matter. [16892/26]
View answerThe National Council for Special Education (NCSE) is the statutory body which 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 and review of special needs assistant (SNA) support to schools.
For clarity, the document and contents referred to in the question was not issued by the department but based on the contents appears to be the outcome of a SNA review which would have been issued by the NCSE to the school.
Consequently, 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.
486. Deputy Niamh Smyth asked the Minister for Education and Youth to review the case of a school (details supplied) and provide an update on same; and if she will make a statement on the matter. [16898/26]
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
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 in January of this year, which is several months earlier than last year. 351 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.
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 school referred to by the Deputy already has one special class and any school willing to open further new special classes is to be commended.
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.
487. Deputy Darren O'Rourke asked the Minister for Education and Youth further to Parliamentary Question No. 350 of 19 February 2026, the exact number of early intervention preschool classes for autistic children in mainstream and special schools that have been redesignated to primary autism classes/other special classes for the 2026/2027 school year. [16899/26]
View answer489. Deputy Darren O'Rourke asked the Minister for Education and Youth her plans to redesignate any more early intervention classes for the school year 2026/2027 or 2027/2028; and if she will make a statement on the matter. [16901/26]
View answer490. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of early intervention classes which were redesignated to primary autism classes/other special classes for each of the years 2020 to 2025, by county, in tabular form; and if she will make a statement on the matter. [16902/26]
View answerI propose to take Questions Nos. 487, 489 and 490 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.
Where the NCSE identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are allocated to each class.
Early intervention classes are available in mainstream and special school settings for children aged 3 -5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants. A list of special classes including class type is available on the NCSE website.
The NCSE in collaboration with the Department of Education and Youth may re-designate an early year’s class to a primary age class where there is verified demand for increased special class provision in the locality. Whilst all stakeholders are agreed on the value of early intervention, the NCSE must consider the legislative requirement for children over six to attend school.
The NCSE work closely with the department to ensure we explore all viable options in increasing such provision to meet the local need. In some areas, where students are leaving an early intervention class and have not secured suitable primary specialist provision, the NCSE may re-designate the class. This is done to ensure they can continue with their specialist educational placement at primary level.
Many of the early intervention classes sanctioned to date have been reclassified as the children enrolled reach primary level age. This allows the children to remain in the class at the school they attended for early intervention. However, this it is not always the case, and some classes continue to enrol a new cohort of children yearly.
A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE website: https://ncse.ie/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.
488. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of early intervention classes which were open and functioning, by county, for each of the years 2020 to 2025 and to date in 2026, in tabular form; and if she will make a statement on the matter. [16900/26]
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.
The NCSE is the statutory body responsible for the provision of special education and allocating supports for children and young people with special educational needs. Where the NCSE identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are allocated to each class.
Early intervention classes are available in mainstream and special school settings for children aged 3 -5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants.
The NCSE in collaboration with the Department of Education and Youth may re-designate an early year’s class to a primary age class where there is verified demand for increased special class provision in the locality. Whilst all stakeholders are agreed on the value of early intervention, the NCSE must consider the legislative requirement for children over six to attend school.
The NCSE work closely with the department to ensure we explore all viable options in increasing such provision to meet the local need. In some areas, where students are leaving an early intervention class and have not secured suitable primary specialist provision, the NCSE may re-designate the class. This is done to ensure they can continue with their specialist educational placement at primary level.
Many of the early intervention classes sanctioned to date have been reclassified as the children enrolled reach primary level age. This allows the children to remain in the class at the school they attended for early intervention. However, this it is not always the case, and some classes continue to enrol a new cohort of children yearly.
Attached is a table that gives a breakdown of early intervention classes from 2020/21 to 2025/2026.
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.
