I propose to take Questions Nos. 445, 446, 447, 448, 449 and 450 together.
As a collaborative initiative between the Government of Ireland and the World Health Organisation (WHO) Regional Office for Europe, an assessment evaluating Ireland’s capacity to provide equitable access to assistive technology was conducted between September 2024 and May 2025. The findings of this report, published as the Assistive Technology Capacity Assessment Report for Ireland, were formally announced by the Minister for Children, Disability and Equity, Norma Foley and Minister of State with responsibility for Disability, Emer Higgins on the 29th April 2026. I welcome these findings.
Under the key domain Provision, it was recognised that Assistive Technology provision in Ireland is delivered across multiple sectors within a unified national framework. Recommendations such as the development of regional assistive technology hubs and loan libraries are therefore not solely a matter for my department. They require cross-departmental and cross-agency consideration, including where the child who relies on assistive technology as they progress through the different life stages. I welcome the opportunity for such engagement, including with other departments.
Notwithstanding this, arrangements are already in place within primary and post primary education to support the effective use and sharing of assistive technology. Where equipment is of a generic nature and is no longer required by the child or young person for whom it was sourced, schools may reallocate the equipment for use by other students with similar needs within the school.
In addition, the National Council for Special Education (NCSE), through its network of Special Educational Needs Organisers (SENOs) and Visiting Teachers, operates processes that allows assistive technology, when no longer required by the original user, to be shared with other schools in the locality, where appropriate.
Following the initial provision of equipment, the NCSE provides professional learning, support and advice for teachers working with children and young people with special educational needs in a variety of educational settings. The NCSE’s Visiting Teacher Service also provides targeted supports to children and young people who are blind or vision impaired and/or deaf or hard of hearing.
To further improve equity, consistency and timeliness of assistive technology delivery in schools, my department has commenced work in this area by undertaking a review of its existing Assistive Technology Scheme. This review is now in its final stages and it will culminate in the publication of a new circular and the launch of an updated application process.
A key objective of the review is to streamline the application process. This will be achieved through the implementation of a new online portal for schools to submit applications, as well as a review of the eligibility criteria. My department intends to move the scheme from a diagnosis-based approach to a more needs-based approach, thereby granting schools greater autonomy in determining whether a child requires assistive technology to access the curriculum.
In addition, changes will be made to the funding process with funding being provided to schools in advance of equipment purchases, rather than on a reimbursement basis. It is anticipated that these measures will both streamline the application process and expedite the time in which children and young people who require assistive technology receive their equipment. It is intended that the revised circular will issue in the coming weeks and that the new application portal will be operational by September 2026.
When assistive technology is provided to support a child’s access to the curriculum, applications are made by schools on behalf of the child. As such, the equipment remains the property of the school. Schools are therefore tasked with the responsibility for:
• The maintenance, repair, insurance of the equipment.
• Ensuring its safe custody and appropriate handling.
• Appointing a designated teacher to take responsibility for the management, monitoring and effective use of the equipment within the school.
While such equipment should normally be kept in the school, the child or young person may, with the consent of the management authority, use the equipment at home.
Where the child or young person transfers to a new school, including progressing from primary to post primary school, the equipment can also transfer with the child or young person. This will be facilitated by collaboration between the schools concerned and/or with the NCSE. This ensures student-centred continuity of support and allows the child or young person to continue using familiar resources in their new setting.
