Tuesday, 28 Apr 2026

Early Childhood Care and Education

Questions (613, 614)

Robert O'Donoghue

Question:

613. Deputy Robert O'Donoghue asked the Minister for Education and Youth the number of children currently accessing supports under the access and inclusion model, including those attending ASD pre-school settings; the extent to which these figures are used to forecast demand for special education provision as they move to primary level; the measures in place to ensure sufficient provision of special needs assistants, special school placements, and resource teaching hours for children with additional needs transitioning from pre-school to primary school; and if she will make a statement on the matter. [30824/26]

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Robert O'Donoghue

Question:

614. Deputy Robert O'Donoghue asked the Minister for Education and Youth if her Department has conducted, or plans to conduct, an analysis of trends in the early education and care access and inclusion model participation, and ASD pre-school enrolments, to inform forward planning for primary school supports; and if she will make a statement on the matter. [30825/26]

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Written answers

Minister of State at the Department of Education and Youth

I propose to take Questions Nos. 613 and 614 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 information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.

My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.

In addition, the Department of Children, Disability and Equality shares aggregated anonymised data with my department on the numbers of children in services who have availed of Access and Inclusion Model (AIM) level 7 supports through the Early Childhood Care and Education Programme (ECCE) programme. This data sharing has provided insights to the NCSE to help prepare and plan the appropriate provision required in local areas for children transitioning into primary school.

Further engagement continues regarding the provision of relevant data on individual children from the early years sector to the NCSE. It is envisioned that this data could enable the NCSE to improve its forward planning. Work is ongoing between the Department of Children, Disability and Equality and the NCSE to put in place a data sharing agreement that will enable improved transfer of centrally held relevant data on individual children that will enable the NCSE to improve its forward planning to provide supports to these children when transitioning to primary school.

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.

Question No. 614 answered with Question No. 613.

Departmental Offices

Questions (615)

Barry Ward

Question:

615. Deputy Barry Ward asked the Minister for Education and Youth the position regarding any buildings operated and owned by her Department that have solar panels in place to support the energy demands of the building; and if she will make a statement on the matter. [30840/26]

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Written answers

Minister for Education and Youth

My department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our buildings as part of our work towards 2030 and 2050 climate targets. Evaluation surveys for the installation of PV Solar panels on the three main DEY campuses, Marlborough Street, Athlone and Tullamore, was completed in 2022.

Department buildings are owned and managed by OPW and there has been no installation of solar panels on any building occupied by DEY, to date. DEY will continue to engage with OPW, in its role as National Estate Portfolio Lead under the Public Sector Climate Action Mandate 2025, regarding the installation of solar panels and other environmentally friendly energy generation solutions within OPW buildings.

Special Educational Needs

Questions (616)

Cian O'Callaghan

Question:

616. Deputy Cian O'Callaghan asked the Minister for Education and Youth the criteria and policy basis used by her Department when sanctioning autism classes in schools; whether the age of a school building is considered as part of this decision making process; if so, to specify the minimum age a school building must reach before it is deemed eligible for the sanctioning of autism classes; and if she will make a statement on the matter. [30854/26]

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Written answers

Minister of State at the Department of Education and Youth

The Government is committed to the continued accelerated provision of additional special class and special school places for 2026/27.

The National Council for Special Education (NCSE) are the statutory body tasked with sanctioning new special education provision in our schools.

The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.

My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.

In order to ensure new special classes can open as quickly as possible the NCSE prioritise working with medium and larger primary schools who do not already have a special class and have available accommodation to accommodate new special class. This approach maximises the use of existing space which can be reconfigured efficiently while also ensuring that new provision continues to be established. It also increases the number of schools with special classes providing parents with greater choice and reducing the distances that some students are travelling to access a special class place.

However, 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.

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.

Special Educational Needs

Questions (617)

Cian O'Callaghan

Question:

617. Deputy Cian O'Callaghan asked the Minister for Education and Youth the rationale for a decision communicated to a school (details supplied), where it has been indicated by her Department to the NCSE that the school is ‘too new’ to be sanctioned additional autism classes, despite confirmation from the NCSE that there is an identified need for special education in the local area; and if she will make a statement on the matter. [30855/26]

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Written answers

Minister of State at the Department of Education and Youth

The Government is committed to the continued accelerated provision of additional special class and special school places for 2026/27.

The National Council for Special Education (NCSE) are the statutory body tasked with sanctioning new special education provision in our schools.

I commend every school, including the school referred to by the Deputy, who express an interest in opening a new special class. As the Deputy knows, I visited the school last year and I know the good work they do in supporting children with additional needs. This school is already supporting three special classes and the focus for my department and the NCSE is working to provide new special classes in medium and larger primary schools with none or just 1 special class.

The school received a new school building comprising 16 mainstream classrooms and 2 class SEN base in 2023. A recently received application for 2 Special education needs modular classrooms under the Additional School Accommodation (ASA) scheme is currently under consideration. However, as this is a relatively new school building the department would expect the school to prioritise utilisation of all existing capacity in the first instance.

There are resources available to support schools who have children who have needs beyond those catered for within the special classes and I would ask the school to continue to engage with the NCSE on accessing those supports. The NCSE is also engaging with parents locally and in the surrounding areas to ensure there is a range of provision available, including in this school.

My Department and the NCSE will continue to keep the matter under review.

Special Educational Needs

Questions (618, 619, 620, 621)

Barry Ward

Question:

618. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the formal update and provision of information to schools regarding school-based July provision for pupils with additional needs; and if she will make a statement on the matter. [30864/26]

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Barry Ward

Question:

619. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the concerns of school principals in relation to the lack of information available this year regarding school-based July provision for pupils with additional needs; and if she will make a statement on the matter. [30865/26]

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Barry Ward

Question:

620. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the concerns of parents in relation to the lack of information available this year regarding school-based July provision for pupils with additional needs; and if she will make a statement on the matter. [30866/26]

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Barry Ward

Question:

621. Deputy Barry Ward asked the Minister for Education and Youth the actions she will take to ensure that there is timely information provided to both schools and parents in relation to school-based July provision for pupils with additional needs; and if she will make a statement on the matter. [30867/26]

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Written answers

Minister of State at the Department of Education and Youth

I propose to take Questions Nos. 618, 619, 620 and 621 together.

Details of the 2026 Summer Programme are expected to be announced in early May. While it is acknowledged that details of the Summer Programme are typically announced earlier, the finalisation of arrangements for the 2026 programme was delayed pending confirmation that the Department of Education and Youth would receive the additional funding required to support all aspects of education.

All schools will be offered the opportunity to run a summer programme for children with the most complex special educational needs and those at risk of educational disadvantage.

Once details are announced, schools will be invited to apply to run a school-based programme and further information, including the link to the portal and the programme overview, will be communicated directly to all schools.

In the interim, schools are asked to begin prioritising children in special classes and special schools for participation in the school-based programme.

Again, as in previous years, the home-based Summer Programme will be available to those children who have complex special educational needs and who are accessing the highest level of the Continuum of Support throughout the school year.

Question No. 619 answered with Question No. 618.

Question No. 620 answered with Question No. 618.

Question No. 621 answered with Question No. 618.

School Curriculum

Questions (622)

Marian Harkin

Question:

622. Deputy Marian Harkin asked the Minister for Education and Youth if there are plans to offer Irish Sign Language as a Leaving Certificate subject; if so, the timeline for same; and if she will make a statement on the matter. [30877/26]

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Written answers

Minister for Education and Youth

There is a commitment under the Programme for Government to develop a new curriculum for Irish Sign Language (ISL) for primary and post-primary students up to Leaving Certificate level. In addition, my Department's Literacy, Numeracy and Digital Literacy Strategy contains an action committing to developing a curriculum at primary and post-primary level for ISL to support the learning of ISL and learning in other areas for ISL users.

There are four modules on Irish Sign Language (ISL) currently available as part of the Leaving Certificate Applied Programme. This course introduces students to ISL, and aims to develop their expressive and receptive communication skills. The course also develops awareness and appreciation of the Irish deaf community and its culture.

Opportunities for students to learn ISL are also available during Transition Year. Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students. In establishing it's own distinctive programme content, the school takes into account the possibilities offered by local community interests.??

The NCCA is currently working on the development of an Irish Sign Language (ISL) curriculum. This work reflects the commitment to ensuring that there is a standard ISL pathway for learners, both as a first language and as an additional language, and a possibility of a qualification in ISL for students which can be used to access third level education.

In September 2025, NCCA established the ISL Expert Working Group, bringing together specialist expertise in ISL linguistics, Deaf education, relevant policy developments and current ISL practice. This group meets regularly to support the development work.

In recent months, work has focused on engagement with primary and post-primary schools to gather the views of ISL learners, parents, teachers, school leaders, educational professions and the wider Deaf community. This work has provided valuable insights on current ISL education, as well as perspectives on a shared vision for the development of an ISL Curriculum.

These engagements, alongside initial research, have informed the development of a Background Paper for the development of an ISL Curriculum. This paper set out the key considerations and contextual factors that will support the design and development of the curriculum.

The paper was published by the NCCA last month and is now open for public consultation until May 8th. The consultation provides an opportunity for educational professionals, parents and the wider public to have their say on the paper.

Following the consultation, feedback will be analysed and a report will be developed to inform the next phase of curriculum development. Given the complexities involved in the project and the need to respond appropriately to the results of the consultation, it is not possible at present to provide the Deputy with a timeline.

School Enrolments

Questions (623)

Richard Boyd Barrett

Question:

623. Deputy Richard Boyd Barrett asked the Minister for Education and Youth to outline the process whereby a returning emigrant family can access school spaces for their child, due to start in second class in September 2026; and if she will make a statement on the matter. [30878/26]

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Written answers

Minister for Education and Youth

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.

Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will 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 student not obtaining a place in the school of their first choice.

In accordance with the provisions of the Education (Admission to Schools) Act 2018, schools are required to clearly set out their selection criteria in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.

Where a school is oversubscribed in any particular year, they must compile a waiting list of students whose applications for admission to the intake group were unsuccessful due to the school being oversubscribed. The school must use this list to fill any vacancies arising during the school year in question only.

A list of all schools, is available on the Department’s website, is also accessible at the following link: www.gov.ie/en/service/find-a-school/.

Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500 ([tessinfo@tusla.ie]) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/.

Schools Building Projects

Questions (624)

Denise Mitchell

Question:

624. Deputy Denise Mitchell asked the Minister for Education and Youth the status of the new school building project for a school (details supplied); and if she will make a statement on the matter. [30879/26]

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Written answers

Minister for Education and Youth

The large scale capital project for Gaelcholáiste Reachrann is for the provision of a new 600 pupil school building including all associated ancillary accommodation, with the inclusion of a 2 classroom SEN unit configured within the existing layout.

The invitation to tender issued in late Q4 2025. Tenders are due to be returned shortly, and will then be evaluated as per procurement guidelines. It is envisaged construction could commence in late Quarter 3 of 2026.

The Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030.

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. I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027, which includes Gaelcholáiste Reachrann.

Since 2020, my Department has provided €1843.91 million in capital funding for Dublin schools. Over this period, a total of 253 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 56 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 Climate Action Summer Works Scheme.

In addition, since 2020 a total of 503 special classes have been opened in Dublin, of which 102 were sanctioned for September 2026.

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.

The current status of all projects continues to be set out under item number ten at the following link: www.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.?

Departmental Data

Questions (625)

James Geoghegan

Question:

625. Deputy James Geoghegan asked the Minister for Education and Youth further to Parliamentary Question No. 130 of 11 February 2026, whether the NCSE is considering engaging with fee-charging schools in Dublin 4 or 6 in relation to the provision of special classes for the 2026-2027 school year and beyond; if she is aware of the figures compiled by a group (details supplied) through freedom of information requests, indicating that €144,920.00 was spent in 2025 transporting special education children to schools in south Dublin; and if she will make a statement on the matter. [30903/26]

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Written answers

Minister of State at the Department of Education and Youth

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 with regard to policy and best practices as laid out by my department.

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. 464 new special classes have been sanctioned to date, of which 11 are inclusive special classes. Further details on additional new special classes will be confirmed in the coming weeks.

The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.

My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.

Departmental policy is that special education provision should be made in State funded recognised schools (free-scheme schools) in the first instance. It is only where there is insufficient capacity in free scheme schools that the NCSE will engage with fee charging schools in order to provide special classes. It is however recognised that in certain school planning areas, the NCSE may need to consider engaging with fee-charging schools in relation to the provision of special classes for the 2026/27 school year and beyond.

There are approximately 50 fee-charging post-primary schools nationwide. Of these, one school has two special classes. These were sanctioned for opening as it was considered that there was insufficient provision in free scheme schools to meet the special educational needs of students in the local area.

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.

Scoileanna Lán-Ghaeilge

Questions (626, 627)

Aengus Ó Snodaigh

Question:

626. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais agus Óige cé mhéad Gaelscoil atá sceidealta le hoscailt idir 2026 agus 2031. [30928/26]

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Aengus Ó Snodaigh

Question:

627. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais agus Óige cé mhéad Gaelcholáiste atá sceidealta le hoscailt idir 2026 agus 2031. [30929/26]

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Written answers

Minister for Education and Youth

I propose to take Questions Nos. 626 and 627 together.

Ar mhaithe le pleanáil a dhéanamh do sholáthar scoile agus na sonraí déimeagrafacha ábhartha a anailísiú, roinneann mo roinn an tír ina 314 limistéar pleanála scoile agus úsáideann sí córas faisnéise geografaí, trí úsáid a bhaint as sonraí ó raon foinsí, lena n-áirítear sonraí daonáirimh na Príomh-Oifige Staidrimh, sonraí sochar leanaí agus sonraí rollaithe scoile, le feiceáil cá háit a mbeidh an brú ar áiteanna scoile ar fud na tíre agus cá bhfuil gá le cóiríocht bhreise scoile ag leibhéal na bunscoile agus na hiar-bhunscoile.

Tá sé de chumas ag mórfhorbairtí cónaithe nua an t-éileamh ar áiteanna scoile ag leibhéal áitiúil a athrú. Maidir leis sin, mar chuid den anailís ar éileamh déimeagrafach, déanann mo roinn monatóireacht ar ghníomhaíocht phleanála agus tógála san earnáil chónaithe. Is éard atá i gceist leis sin ná anailís ar fhoinsí sonraí ó údaráis áitiúla agus ón bPríomh-Oifig Staidrimh mar aon leis an rannpháirtíocht le húdaráis áitiúla agus leis an earnáil tógála. Ar an mbealach sin, faightear faisnéis cothrom le dáta faoi fhorbairtí suntasacha cónaithe nua agus cuirtear san áireamh í sa chleachtadh anailíse déimeagrafach. Tá sé seo riachtanach chun a chinntiú go bhfuil pleanáil bhonneagair scoileanna ag coinneáil suas le hathruithe déimeagrafacha, ag leibhéal áitiúil, áit a bhfuil cúinsí de shíor ag athrú a bhuí d’fhorbairt chónaithe nua atá beartaithe.

Áit a léiríonn sonraí déimeagrafacha go bhfuil soláthar breise ag teastáil, braitheann seachadadh an tsoláthair bhreise sin ar na cúinsí ar leith a bhaineann le gach cás agus féadfar é a chur ar fáil trí:

• Úsáid a bhaint as acmhainn neamhúsáidte atá ann cheana féin laistigh de scoil nó scoileanna,

• Acmhainn scoile nó scoileanna a leathnú,

• Scoil nó scoileanna nua a sholáthar.

Má tá cóiríocht bhreise ag teastáil, tá sé mar aidhm againn iarracht a dhéanamh é seo a éascú, a oiread agus is féidir, trí scoileanna atá ann cheana a leathnú seachas scoileanna nua a bhunú. Tá leathnú na scoileanna atá ann cheana féin ag teacht le cuspóirí níos leithne an Rialtais faoi Thionscadal Éireann 2040 chun béim níos mó a chur ar fhás dlúth. Maidir le hiar-bhunscoileanna, ní mór go mbeadh acmhainn rollaithe scoláirí de 600-1,000 dalta ag iar-bhunscoileanna nua agus ní mór dóibh a bheith comhoideachasúil. Féadfaidh tairseach níos ísle de 400 scoláirí a bheith i gceist i gcás Gaelcholáistí, agus aird á tabhairt ar an rogha eile, is é sin, aonad lán-Ghaeilge, nó Aonad, a bhunú i scoil lán-Bhéarla.

Ní bhunaítear scoileanna nua ach amháin i limistéir ina bhfuil fás déimeagrafach, toisc go gcaithfear tosaíocht a thabhairt d'acmhainní bonneagair scoile chun freastal ar riachtanais limistéar ina bhfuil méadú suntasach ar an daonra chun a chinntiú go bhfuil áit scoile ag gach páiste.

Fógraíodh sa bhliain 2018 go raibh sé bhunscoil nua beartaithe, ceann acu réamh-ainmnithe mar scoil mheán-Ghaeilge, agus trí iar-bhunscoil nua mar thoradh ar iniúchadh déimeagrafach ar fud na tíre. Rinneadh tuilleadh anailíse ó shin ar an ngá atá le scoileanna nua pleanáilte a bhunú agus roinnt cúinsí á gcur san áireamh, lena n-áirítear luas seachadta na forbartha cónaithe breise a bhfuiltear ag súil leis sna limistéir phleanála scoile, rolluithe gaolmhara agus an acmhainn i scoileanna atá ann cheana sna ceantair sin.

Tá mo roinn sásta gur féidir léi na scoileanna atá ann cheana féin agus atá ag fás sna limistéir phleanála scoile freastal ar an éileamh atá ann faoi láthair. Mar thoradh air sin, cuireadh moill ar bhunú na scoileanna nua atá beartaithe.

Nuair a fhógraíonn an roinn go bhfuil gá le heintiteas scoile/scoileanna nua, is féidir le pátrún ionchasach an scoil/na scoileanna ar mian leo iarratas a dhéanamh orthu a roghnú agus foirm iarratais a chomhlánú ina leith sin do gach scoil, lena cur faoi bhráid na roinne. Soláthraíonn mo roinn sonraí faoi OPPS na scoile/na scoileanna agus liosta de phátrúin na n-iarratasóirí a rinne iarratas ar phátrúnacht na scoile/na scoileanna. Is féidir le tuismitheoirí ansin rochtain a fháil ar shuíomh gréasáin OPPS, rud a ligeann dóibh rochtain a fháil ar an suirbhé cuí dá limistéir, sonraí an linbh/na leanaí incháilithe a ionchur agus a bpátrún agus a dteanga teagaisc is fearr leo a roghnú (seachas na gaelscoileanna lán-Ghaeilge a ainmníodh mar scoileanna lán-Ghaeilge roimh oscailt an OPPS - i gcás na scoileanna sin, is féidir le tuismitheoirí a bpátrún is fearr leo a roghnú). Tá roghanna na dtuismitheoirí, chomh maith le breithnithe eile amhail fairsinge na héagsúlachta soláthair i limistéar ar leith (lena n-áirítear soláthar trí mheán na Gaeilge), ríthábhachtach don phróiseas cinnteoireachta agus chun a chinneadh cibé acu a bheadh scoil ag leibhéal na hiar-bhunscoile ina gaelcholáiste nó, dá mba scoil trí mheán an Bhéarla í, an mbeadh aonad meán-Gaeilge inti.

Leanfaidh mo roinn de bheith i dteagmháil le húdaráis áitiúla maidir lena bplean forbartha contae agus aon phlean ceantair áitiúil gaolmhar d'fhonn aon riachtanas féideartha fadtéarmacha maidir le cóiríocht scoile a aithint ar fud limistéir phleanála scoile.

Question No. 627 answered with Question No. 626.

Scoileanna DEIS

Questions (628, 629, 630)

Aengus Ó Snodaigh

Question:

628. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais agus Óige cé mhéad Gaelscoil nó bunscoil Ghaeltachta a bhfuil stádas DEIS acu. [30930/26]

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Aengus Ó Snodaigh

Question:

629. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais agus Óige cé mhéad Gaelcholáiste nó meánscoil Ghaeltachta a bhfuil stádas DEIS acu. [30931/26]

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Aengus Ó Snodaigh

Question:

630. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais agus Óige cé mhéad Gaelscoil, Gaelcholáiste, bunscoil Ghaeltachta agus meánscoil Ghaeltachta a dhein iarratas thar na blianta chun stádas DEIS a fháil agus ná fuair é, agus cad iad. [30932/26]

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Written answers

Minister for Education and Youth

I propose to take Questions Nos. 628, 629 and 630 together.

Is príomhthosaíocht domsa mar Aire Oideachais agus Óige aghaidh a thabhairt ar mhíbhuntáiste oideachasúil i ngach scoil. Tá clár DEIS dírithe ar scoileanna a bhfuil na leibhéil is airde míbhuntáiste comhchruinnithe iontu.

Seo thíos líon na nGaelscoileanna, Gaelcholáistí, bunscoileanna agus iar-bhunscoileanna sa Ghaeltacht atá san áireamh sa chlár DEIS agus líon na scoileanna a rinne achomharc i gcoinne an chinnidh in 2022.

Bunscoileanna DEIS, Gaelcholáiste agus Scoileanna Gaeltachta

Tuaithe	68
Banda uirbeach 2	1

Rinne 4 scoil Ghaeltachta (a mhúineann ábhair trí Gaeilge) achomharc i gcoinne DEIS 2022, d’éirigh le scoil amháin agus bhog sí ó neamh-DEIS go DEIS tuaithe.

Tá sé seo bunaithe ar scoileanna a bhfuil gov.ie 'Y' mar tháscaire Gaeltachta orthu agus a mhúineann gach ábhar/roinnt ábhar trí Ghaeilge.

Iar-bhunscoileanna Gaeltachta DEIS

DEIS

11

Rinne 0 iar-bhunscoil Ghaeltachta (a mhúineann ábhair trí mheán na Gaeilge) achomharc ar DEIS 2022.

Cuireadh scoileanna san áireamh sa Chlár DEIS i dtrí thráinse éagsúla. Cuireadh na chéad ghrúpaí san áireamh sa bhliain 2006, nuair a bunaíodh an clár den chéad uair. Forbraíodh modheolaíocht aitheantais DEIS in 2017, chun bonn eolais a chur faoi chur chuige oibiachtúil maidir le roghnú an dara cohórt scoileanna a cuireadh leis an scéim seo.

Maidir leis an síneadh is déanaí, in 2022, forbraíodh an tsamhail aitheantais tuilleadh chun cur chuige ualaithe a chur san áireamh a thug cuntas ar leithead agus doimhneacht an mhíbhuntáiste. Ní raibh ar scoileanna iarratas a dhéanamh chun a bheith san áireamh sa chlár DEIS, agus cuireadh an tsamhail i bhfeidhm go cothrom agus go cóir ar gach scoil.

Ag gach pointe ama, 2006, 2017 agus 2022, cuireadh na scoileanna a raibh an líon is airde leanaí agus daoine óga i mbaol míbhuntáiste oideachais iontu san áireamh sa chlár DEIS. Tá sé tábhachtach a chur i bhfios nach gciallaíonn scoileanna nach n-aithnítear tríd an tsamhail aitheantais DEIS beachtaithe go bhfuil an roinn ag rá nach bhfuil míbhuntáiste ann laistigh de phobal na scoile.

Addressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth. The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage.

Below is the number of Gaelscoileanna, Gaelcholáiste, primary and post-primary Gaeltacht schools which are included in the DEIS programme and the number of schools which appealed the decision in 2022.

DEIS primary Gaelscoileanna, Gaelcholáiste and Gaeltacht Schools

Rural	68
Urban band 2	1

4 Gaeltacht schools (teaching subjects through Irish) appealed DEIS 2022, one school was successful and moved from non-DEIS to DEIS rural.

This is based on schools whose Gaeltacht indicator on gov.ie is 'Y' and which teach all/some subjects through Irish.

DEIS post-primary Gaeltacht schools

DEIS

11

0 Gaeltacht post primary schools (teaching subjects through Irish) appealed DEIS 2022.

Schools have been included in the DEIS Programme in three different tranches. The first groups were included in 2006, when the programme was first established. A DEIS identification methodology was developed in 2017, to inform an objective approach to the selection of the second cohort of schools added to this scheme.

For the most recent extension, in 2022, the identification model was further developed to include a weighted approach that accounted for the breadth and depth of disadvantage. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools.

At each point in time, 2006, 2017 and 2022 the schools found to have the highest concentrations of children and young people at risk of educational disadvantage were included in the DEIS programme. It is important to stress that schools not identified through the refined DEIS identification model does not in any way imply that the department is saying that disadvantage does not exist within in the school community.

Question No. 629 answered with Question No. 628.

Question No. 630 answered with Question No. 628.

School Transport

Questions (631)

John Connolly

Question:

631. Deputy John Connolly asked the Minister for Education and Youth the current criteria and decision-making process applied by her Department and by Bus Éireann when determining eligibility for school transport in case (details supplied); and if she will make a statement on the matter. [30933/26]

View answer

Written answers

Minister of State at the Department of Education and Youth

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.

The scheme has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 180,000 pupils in 2025, which equates to an increase of close to 50%.

Under the current terms of the schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from as determined by the Department/Bus Éireann, having regard to ethos and language. Pupils who are not eligible for transport are known as concessionary pupils.

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 or retention of school transport services, provided this can be done within reasonable cost limits.

Temporary Alleviation Measures (TAMs) currently apply to the post primary scheme only. Under those measures transport is provided where there is a route in operation and where capacity exists for concessionary post primary pupils who are eligible for transport to their nearest school, are attending their second nearest school and who applied and paid on time.

The portal for the 2026/27 school year is open until 08 May 2026. After the closing date, the portal will close for a number of weeks. 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.

It was outlined at the time of the School Transport Review’s publication that the proposed changes to the eligibility criteria will likely increase demand for the scheme. On this basis, it would be prudent to implement the proposed changes on a phased basis to ensure its rollout is as smooth as possible.

A phased implementation of the School Transport Review’s recommendations began at the start of the 2024/2025 school year where the Department began testing the feasibility of a number of approaches through a series of pilot programmes; these pilots are held in conjunction with the National Transport Authority, the Department of Transport and Bus Éireann.

A total of 14 pilot projects commenced in the 2024/2025 school year and are continuing for the current school year. 11 further pilots were approved for the 2025/2026 school year. Bus Éireann reviewed where additional capacity may be available for concessionary pupils who paid on time and would become eligible if the revised school transport scheme criteria was rolled out in full.

These pilots will test the revised scheme eligibility criteria. The distance criteria for pupils will be reduced to 2km for both primary and post primary and the requirement for a pupil to be attending their closest school is removed.

Once a pilot route is established in an area, pupils travelling on this pilot route will still be considered as concessionary under the current terms of the scheme; the revised eligibility criteria is being tested only for the duration of the pilot projects.

These pilots will be evaluated in full following the 2025/2026 school year and should provide valuable insights into the impact of increased demand on the scheme, the potential for integrating public transport with school transport services, and opportunities to promote more sustainable modes of transport. The findings from the evaluation will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme.

The rollout of recommendations of the School Transport Review will continue on a phased basis, subject to increased financial investment and where there are available resources and capacity to support the recommendations.

Special Educational Needs

Questions (632)

Jen Cummins

Question:

632. Deputy Jen Cummins asked the Minister for Education and Youth the number of children engaged with the CDNT who are in need for an appropriate school place. [30935/26]

View answer

Written answers

Minister of State at the Department of Education and Youth

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.

The provision of therapy supports for children with disabilities and the Children's Disability Network Team (CDNT) service is the responsibility of the Department of Children, Disability, and Equality, and the Health Service Executive (HSE), any queries in this regard should be addressed directly to that department and the HSE. Queries relating to primary care and mental health therapy services is the responsibility of the Department of Health.

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.

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. 464 new special classes have been sanctioned to date, of which 11 are inclusive special classes. Further details on additional new special classes will be confirmed in the coming weeks.

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 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.

The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.

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.