Written Answers Nos. 527-543
527. Deputy Catherine Ardagh asked the Minister for Education and Youth if her Department maintains a central list of autism classes, including their locations and capacity; if she will consider making this information publicly available; and if she will make a statement on the matter. [28573/26]
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.
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. 432 have been sanctioned to date and 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.
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 achieve their full potential.
528. Deputy Catherine Ardagh asked the Minister for Education and Youth the number of legal actions relating to the provision of education supports that remain live from 2025; and if she will make a statement on the matter. [28574/26]
View answer529. Deputy Catherine Ardagh asked the Minister for Education and Youth the number of legal actions relating to the provision of education supports that were brought by parents during 2025; and if she will make a statement on the matter. [28575/26]
View answer530. Deputy Catherine Ardagh asked the Minister for Education and Youth the number of legal actions relating to the provision of education supports that were threatened during 2025 but did not proceed; and if she will make a statement on the matter. [28576/26]
View answerI propose to take Questions Nos. 528, 529 and 530 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.
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. 427 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
Details of the new special classes are available on the NCSE website.
I recently announced the establishment of four new special schools for the upcoming school year 2026/2027; a vital step in ensuring that children and young people with special educational needs have access to the specialist supports and environment they need to thrive and reach their full potential.
The four new special schools will be located in Balbriggan and Citywest in Co. Dublin, Bray in Co. Wicklow, and Monasterevin in Co. Kildare.
I also announced last week that five inclusive special classes have also been sanctioned as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
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 achieve their full potential.
In relation to the requested information in the three PQs, I wish to reassure the Deputy that my department never?initiates legal action in relation to special school placements. My department’s aim is that no parent ever has the need to take a case against the State, and where this happens, we continue to work with parents to ensure that solutions are found as quickly as possible. The facts demonstrate that most cases are resolved or withdrawn, outside the legal process and that children are supported.
When a legal case is initiated, the State is legally required to respond, and we apply the Attorney General’s guidance to find solutions as early as possible.
I remain mindful of the impact that cases like these can have on everyone involved and are committed to progressing these matter’s respectfully and in line with guidance from the office of the Attorney General.
My department reiterates its unwavering commitment to working with parents, schools, the NCSE and all stakeholders to continue to improve access to appropriate special education places and supports.
Please see below table regarding the requested figures-
|
2025 |
No. of legal actions relating to the provision of education supports that were threatened during 2025 but did not proceed |
No. of legal actions relating to the provision of education supports that were brought by parents during 2025 |
No. of legal actions relating to the provision of education supports that remain live from 2025 |
|
|
60 resolved |
66 JR cases |
There are currently 50 live JR school placement cases, which all relate to costs. All of these children have secured school places and did not run in the Courts. |
531. Deputy Paul Murphy asked the Minister for Education and Youth if her attention has been drawn to a case (details supplied); and if she will instruct her Department to engage with the family on the matter. [28577/26]
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 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. Parents and schools can contact the NCSE directly using the details available on the NCSE's https://ncse.ie/seno-contact-information Local special educational needs organisers (SENOs) are available to offer advice, support and guidance as required to ensure students with special educational needs are supported to achieve their full potential
The Department of Education and Youth does not have a role in investigating or responding to parental complaints of this nature as it is not directly involved in the day-to-day management of schools.
The Board of Management is the body charged with the direct governance of a school and the department or the Inspectorate does not have the power to instruct schools to follow a particular course of direction with regard to individual complaints.
The department’s role in such circumstances is to clarify how complaints against a school or a member of its staff may be progressed.
As you may be aware the agreed procedures that should be used at school level is that the parent should direct the complaint to the school principal in the first instance and then to the Board of Management, if necessary.
If they remain dissatisfied after having brought your concern to the attention of the school’s board of management, they may write to the school patron/trustee.
Parents may also refer a complaint to The Office of the Ombudsman for Children who may independently investigate complaints about schools recognised by the Department of Education and Youth, provided the parent has firstly and fully followed the school's complaints procedures.
The key criterion for any intervention by the Ombudsman for Children is that the administrative actions or non-actions of a school has, or, may have, adversely affected the child. The Office of the Ombudsman for Children may be contacted at: Millennium House, 52-56 Great Strand Street, Dublin 1; tel. 1800 20 20 40 or (01) 865 6800 or email oco@oco.ie.
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 achieve their full potential.
532. Deputy Conor Sheehan asked the Minister for Education and Youth when a school bus service will be provided for students (details supplied); and if she will make a statement on the matter. [28596/26]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment of school transport services, provided this can be done within reasonable cost limits.
Families are required to register their details on the Bus Éireann Family Portal to have their eligibility for transport assessed and to make applications under the scheme: https://buseireann.ie/schooltransport/
The portal is now open for applications and payments. The closing date for payments or entering medical card details is Friday 8th May 2026. Applications or payments/medical card details received after this date will be considered late.
After the closing date, the portal will close. This will give Bus Éireann time to assess all applications and plan for routes and services for the 2026/27 school year. Routes may be altered or extended depending on the number and location of children who will be availing of school transport for the following school year.
Where a child is eligible for transport and the application and payment process is completed on time, they will get a seat on a school bus service, where a service is available.
Where a child is not eligible for school transport, but the application and payment process is completed on time, they will be considered for any spare seats available after eligible children have been accommodated. These seats are called concessionary seats.
There may be more demand than availability for concessionary seats. In such cases, Bus Éireann will use a selection process to allocate tickets for the spare seats. Routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis.
Bus Éireann have advised that there were 7 applications received for the 2025/26 school year with addresses referred to be the Deputy. These families are not eligible for transport. There is no service operating in the area to the school of attendance that could accommodate these families on a concessionary basis.
533. Deputy John Paul O'Shea asked the Minister for Education and Youth the progress made on each of the individual Programme for Government commitments assigned to her Department; and if she will make a statement on the matter. [28655/26]
View answerThe information being sought by the Deputy is not available in a readily accessible format in my Department. My officials are working to consolidate the information sought in relation to the progress made on each of my Department’s Programme for Government commitments. I will arrange to have the material compiled and forwarded to the Deputy as soon as it is available.
534. Deputy Roderic O'Gorman asked the Minister for Education and Youth the reason schools (details supplied) were not included in the list of DEIS Plus schools; if there is a mechanism for the schools to appeal this exclusion; and if she will make a statement on the matter. [28682/26]
View answerI am pleased to have launched the DEIS Plus scheme on 25 March 2026. This scheme targets additional resources at a small cohort of 121 schools that have been identified as having the very highest concentrations of children and young people at risk of educational disadvantage.
The DEIS Plus scheme is a key action in the DEIS Strategy to 2035, which sets the overall policy direction of my department to address educational disadvantage in all schools and to remove barriers that prevent children and young people from achieving their potential through education. This includes the development of more innovative and responsive approaches to supporting schools to address educational disadvantage, including the development of a more dynamic resource allocation model for DEIS that can more quickly adapt to the needs identified in schools.
DEIS Plus is part of an overall package of €48 million of additional targeted supports to address educational disadvantage. This package benefits over 700 schools, both DEIS and non-DEIS. It is the largest single year increase in funding for DEIS, bringing the overall annual allocation to €228 million from 2027. This allocation provides additional teachers, leadership posts, funding and enhanced access to professional learning and the National Educational Psychological Service (NEPS) for schools in the DEIS programme. It also supports access for those schools to the Home-School-Community Liaison scheme and School Completion Programme.
Schools have been identified for inclusion in the DEIS Plus scheme using the DEIS Plus identification model, an objective and data-based approach using nationally available indicators applied consistently across all schools. The identification model is underpinned by a range of administrative data on every child and young person enrolled in primary and post-primary school. This data includes:
• The Pobal HP Deprivation Index for the small area in which the child or young person lives, obtained through the child’s or young person’s address data provided by their school on the DEY Primary Online Database (POD) or the Post-Primary Online Database (PPOD).
• The child’s or young person’s ethnicity if provided by their school on POD or PPOD.
• If the child’s or young person’s address on POD or PPOD matches an address of State-funded homeless accommodation.
• If the child’s or young person’s address on POD or PPOD matches an address of an International Protection Accommodation Centre (IPAS) or Emergency Reception and Orientation Centre (EROC).
The DEIS Plus identification model includes the addition of a DEIS Plus index. The DEIS Plus index was developed by the department’s statistics unit to support the identification of schools for DEIS Plus. The DEIS Plus index uses the same factors as the Pobal HP Deprivation Index but places greater weight on lone parenthood and unemployment, which have been widely identified as key factors in persistent and intergenerational disadvantage.
Children and young people from ‘very disadvantaged’ or ‘extremely disadvantaged areas’ (HP score -20 under either Pobal HP Deprivation Index or the DEIS Plus index), residing in State-funded emergency accommodation, residing in IPAS or EROC accommodation or identifying as Traveller or Roma are designated priority cohorts within the model. Further information on the identification process is available on gov.ie/deis.
Following an assessment of the past three years’ data, only those schools identified as having the highest concentrations of children and young people at risk of educational disadvantage have been included in the scheme. If a school has not been identified for inclusion, this does not imply there is no disadvantage in the school community. While many schools experience significant need, not all will meet the statistical threshold for inclusion at this stage.
I also recognise that some schools are operating in the context of particularly complex local pressures within their wider communities. While these challenges are often well understood locally, they are not always captured in datasets that can be fairly and consistently applied across the entire school system. A rules-based national model must consider all schools on the same basis; it cannot substitute locally held knowledge for data that are not available or comparable nationwide.
Schools will continue to be supported through the range of additional resources provided through the DEIS programme.
My department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their school enrolment data will have the opportunity to have that outcome reviewed. The appeals window will open in the coming weeks and schools will have a period of four weeks to submit to the department for review. Schools will be given the opportunity to update their school enrolment data for the years 2023/24, 2024/25 and 2025/26 on POD and PPOD, where they identify that the information already provided is not an accurate reflection of their school enrolment for those years. Schools may also request that the application of the model to their existing data is reviewed.
The review process will be overseen by an appeals board, the members of which are independent of the initial design and implementation of the DEIS Plus identification model.
When all appeals have been processed, schools will be informed in writing by my department outlining the outcome of the appeal. It is my intention that schools will be provided with the outcome promptly.
A circular outlining the full details of the appeals process will issue to schools in the coming weeks.
536. Deputy Barry Heneghan asked the Minister for Education and Youth the number and percentage of parents of children currently attending multi-denominational schools who expressed support for multi-denominational education in the National Parent Survey, in tabular form; and if she will make a statement on the matter. [28689/26]
View answer535. Deputy Barry Heneghan asked the Minister for Education and Youth the number and percentage of parents of preschool children who expressed support for multi-denominational education in the National Parent Survey, in tabular form; and if she will make a statement on the matter. [28688/26]
View answer537. Deputy Barry Heneghan asked the Minister for Education and Youth the total number of submissions received to the National Parent Survey; the number and percentage of those which expressed support for multi-denominational education, in tabular form; and if she will make a statement on the matter. [28690/26]
View answer538. Deputy Barry Heneghan asked the Minister for Education and Youth the reasons the published outcomes of the National Parent Survey focused on the preferences of parents of children attending denominational schools rather than presenting the preferences of all parents surveyed; and if she will make a statement on the matter. [28692/26]
View answer539. Deputy Barry Heneghan asked the Minister for Education and Youth if her Department will publish the full dataset of valid responses from the National Parent Survey, including a breakdown by school type and parental cohort, in order to ensure transparency and maintain public confidence in the consultation process; and if she will make a statement on the matter. [28693/26]
View answerI propose to take Questions Nos. 536, 535, 537, 538 and 539 together.
On 4 November 2025, my department published a 'Framework and action plan for delivery of increased choice for parents on education provision at primary level'. The main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.
Through the survey, my department is obtaining clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).
The results of the survey will help my department to plan how education at primary level is provided.
As set out in the framework and action plan, initial high-level summary results are to be published in early 2026, with a Q2 2026 timeframe for the school-level data.
In line with this commitment, I recently announced the high-level national and county summary results in respect of the preferences of parents with children currently in primary school. My department is continuing its detailed analysis of the survey data and is preparing finalised school-specific reports. These school reports will also include the preferences of parents and guardians of children who are not yet in primary school and will be issued to all primary schools in May. This is in line with the Q2 2026 timeframe that was previously stated by my department.
The preliminary national findings indicate that:
• Approximately 60% of parents in denominational schools wish to retain that ethos.
• Approximately 73% of parents in the 276 single-sex primary schools favour a move to co-education.
• Approximately 87% of parents in English-medium schools support maintaining English as the primary language of instruction.
While these figures provide a national overview, it is important to note that it is the preferences within each individual school community that will determine future direction. Demand for change, or continuity, will vary from school to school. A good response rate at individual school level will also be relevant in assessing the parental preferences.
540. Deputy Jen Cummins asked the Minister for Education and Youth if consideration was given to designing the newly announced special education classes as broader SEN classes rather than restricting enrolment to autism only; if schools were consulted on this model; if so, whether they actively request these classes; and if she will make a statement on the matter. [28717/26]
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 in January of this year, which is several months earlier than last year. 432 have been sanctioned to date and 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.
As in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
Five inclusive special classes have also been sanctioned as part of a new approach to supporting students with additional needs. This builds on good practice that helps students with additional needs learn alongside other students in mainstream classes, while also having time during the day to receive extra support in a special class. This approach formalises good practices already in place in many schools and aligns with national policy developments on inclusive education.
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 achieve their full potential.
541. Deputy Jen Cummins asked the Minister for Education and Youth if this intended as a pilot initiative, and if so, what are the timelines and evaluation criteria for SEN classes. [28718/26]
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 in January of this year, which is several months earlier than last year. 432 have been sanctioned to date and 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.
Five inclusive special classes have been sanctioned as part of a new approach to supporting students 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 achieve their full potential.
542. Deputy Jen Cummins asked the Minister for Education and Youth the way in which the apparent contradiction reconciled between the Minister stating that diagnosis will not be required for primary provision, while simultaneously introducing classes that appear to rely on an autism-specific threshold for access; and if she will make a statement on the matter. [28719/26]
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 Department of Education and Youth is committed to an education-based, needs-led approach to accessing education services. Children and young people in the education system have never required an Assessment of Need (AON) in order to access education supports. Since 2017, children and young people in mainstream schools have not required a diagnosis to access supports from the 15,000 special education teachers in our school system. The department has also removed the need for health-related information for special education teaching allocations, transitions between primary and post-primary special classes, assistive technology supports, and additional SNA requirements. A diagnosis is currently still required for access to a special school or class place.
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. 432 have been sanctioned to date and 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.
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 achieve their full potential.
543. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if her Department has identified problems with the implementation of primary teacher supply panels; the measures being taken to enhance effectiveness of same; and if she will make a statement on the matter. [28721/26]
View answerAs part of the COVID-19 supports provided to schools in 2020, additional funding of €41.2 million was allocated to provide primary schools with substitute staff.
This funding allowed for the expansion of the Substitute Teacher Supply Panel from a pilot scheme consisting of 6 Supply Panels to 132 Supply Panels nationwide, with almost 380 newly appointed Supply Panel teachers employed, providing substitute cover to over 2,500 schools across the country. The posts are allocated to the base schools in the cluster and teachers are employed by those schools.
The scheme has expanded continuously since then and currently there are 168 Supply Panel clusters, with 587 posts allocated to the scheme, providing substitute cover in 2,905 schools. The recruitment and appointment of teachers to fill the Supply Panel teaching posts is a matter for the individual base schools.
The Department of Education engages in a constant review process of existing panels to ensure effectiveness of those panels and to review the creation of new panels where viable.
