Wednesday, 6 May 2026

Schools Building Projects

Questions (431)

Pat Buckley

Question:

431. Deputy Pat Buckley asked the Minister for Education and Youth if she will meet with a group in relation to building a special school (details supplied). [32974/26]

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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.

There continues to be an increasing need to provide additional special school places to support students with complex needs. To meet this need, sixteen new special schools have been established in recent years, and capacity has been expanded in a number of others. Five of these were established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.

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. Parents and families looking to apply for admission to the new special schools will be supported and guided by the NCSE at local level and kept updated on developments.

When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.

In planning for increased special school places, my department and the NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.

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.

As indicated in direct correspondence with the group, my office will make contact with the group to organise a date once possible.

My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation in County Cork and indeed nationwide as to where new special schools are required.

Charitable and Voluntary Organisations

Questions (432)

Ciarán Ahern

Question:

432. Deputy Ciarán Ahern asked the Minister for Education and Youth the grants available for scouting organisations from her Department; whether any of these can be used for international trips; and if she will make a statement on the matter. [32976/26]

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Written answers

Minister for Education and Youth

The Department of Education and Youth does not provide any specific grants to scouting organisations to support international trips. The department provides substantial funding to Scouting Ireland, the Irish Girl Guides, and the Catholic Guides of Ireland under the Youth Services Grant Scheme (YSGS). This funding supports the core costs and staffing of these national youth organisations, helping them deliver high quality youth work across the country.

Additional funding has been provided to these organisations in recent years through related schemes including the Youth Climate Justice fund (YCJF), which supports youth-led activities related to climate justice; capital funding for ICT investment, purchase of equipment and the completion of minor works; and the Volunteer Activation Fund which supports projects to recruit, support and retain volunteers in the youth sector.

The most recent grants provided to the major scouting and guiding organisations from the department under these headings are detailed in the table below:

Organisation	Youth Services Grant Scheme allocation 2026	Youth Climate Justice Fund 2026	Youth services capital fund 2025	Volunteer Activation Fund 2024-2025
Scouting Ireland	€1,549,441	€49,999	€35,000	-
Irish Girl Guides	€536,437	-	€20,000	€150,000
Catholic Guides of Ireland	€363,353	-	€6,648	-

Additionally, individual clubs avail of funding towards the costs of running clubs/groups under the Department's Local Youth Club Grant Scheme (LYCGS). Over 270 Scouting Ireland local groups benefited from cumulative grants of over €660,000 under the LYCGS in 2024, the most recent year for which figures are currently available. Twenty-two Catholic Guides of Ireland local groups availed of LYCGS in 2024 receiving over €53,000 in total grants, while over ninety Irish Girl Guides local groups received €186,238.24 in LYCGS grants in 2024.

Disadvantaged Status

Questions (433)

Máire Devine

Question:

433. Deputy Máire Devine asked the Minister for Education and Youth the rule for DEIS Plus school applications when they are within 700 metres of another school granted DEIS Plus status, in general and with regard to a school in Dublin 10 (details supplied); and if she will make a statement on the matter. [33034/26]

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Written answers

Minister for Education and Youth

Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority the Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year, launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.

This approach ensures that additional resources are directed where they can have the greatest impact, and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.

Schools in the DEIS Plus scheme will receive strengthened, research-informed supports across wellbeing, attendance, engagement, guidance, leadership capacity, community partnerships and access to services, including the introduction of a new positive mental health and wellbeing initiative to support a whole-school approach to student wellbeing. This targeted enhancement of supports will not result in any dilution of resources for schools that do not meet the criteria for inclusion in the scheme.

It is important to stress that a school not identified through the DEIS Plus model does not in any way imply that the department is saying that disadvantage does not exist within that school community. DEIS Plus schools were identified using a refined, rules-based model built on nationally available pupil-level administrative data. The model draws on a range of indicators associated with persistent and intergenerational disadvantage, including small-area deprivation, lone parenthood and unemployment, Traveller and Roma identity, and children living in State-funded emergency accommodation or international protection accommodation. These indicators are applied consistently across all schools using enrolment data from the past three years.

In order to avoid unintended negative impacts on other schools, schools that did not meet the initial criteria but are situated on the same campus with a clear link (that is, girls and boys or junior and senior) or are within 700m of a school in the DEIS Plus scheme and are of a similar disadvantage level are included in the scheme. Further information can be found in the DEIS Plus Identification Model technical paper on gov.ie/deis.

It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of neighbouring schools to different DEIS status does not mean that there is no educational disadvantage present in one school, but that the concentrated level of educational disadvantage of the two schools is different.

The 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 have the opportunity to have that outcome reviewed. The appeal process is now open until 25 May. Schools have 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 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 may appeal that outcome.

Information on the appeal process can be found at the following link: www.gov.ie/en/department-of-education/circulars/deis-plus-scheme-appeal-process/

School Staff

Questions (434)

Paula Butterly

Question:

434. Deputy Paula Butterly asked the Minister for Education and Youth if a response will issue to matters raised in correspondence (details supplied); and if she will make a statement on the matter. [33035/26]

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Written answers

Minister for Education and Youth

This Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.

My Department received a report from the Teachers’ Union of Ireland (TUI) in March 2023 proposing a national relocation scheme for teachers. Officials from the Department subsequently engaged with TUI representatives to discuss the proposal and highlight areas that required further consideration.

The scheme would allow teachers to identify preferred locations for relocation through a portal and potentially swap positions with teachers in those areas.

It should be noted that an existing voluntary?redeployment?pilot operates that is distinct from the relocation scheme proposed by the TUI. The key purpose of the pilot voluntary?redeployment?scheme is to assist the Department to achieve its objective of redeploying all surplus permanent teachers.

A national relocation scheme for teachers is an idea worth pursuing but requires careful consideration and is a significant undertaking.

There is currently no proposal being advanced, and alignment among unions, management bodies and other stakeholders in the sector would be necessary in order to take this idea forward.

Departmental Funding

Questions (435)

Noel McCarthy

Question:

435. Deputy Noel McCarthy asked the Minister for Education and Youth if she will provide a response to correspondence from a school (details supplied); and if she will make a statement on the matter. [33056/26]

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Written answers

Minister for Education and Youth

I thank the Deputy for his question. The correspondence referred to primarily relates to the provision of the Science Implementation Support Grant which issued in December 2024 to support schools with the rollout of the revised Leaving Certificate science subjects in the 2025/2026 school year.

This grant was paid to all schools in the Free Education Scheme with a minimum base payment of €13,000 up to a maximum of €24,200 based on four bands of enrolment with a further 10% uplift for DEIS schools. The correspondent in question sought to clarify the position of fee-charging schools in respect of the grant. This position was clarified in writing to the correspondent in early January 2025, and was again clarified in respect of this school by way of Parliamentary Question 56569/2025 in October 2025.

In both cases, it was clarified that fee-charging schools are not eligible to receive the Science Implementation Support Grant. This is in line with the approach taken by the Department in regard to a number of funding streams for schools such as the Post-primary Schoolbooks Scheme. This approach was communicated to all schools from the outset in the assets.gov.ie/static/documents/science-implementation-support-grant-guidelines.pdf published on 3 December 2024.

Grants such as the Science Implementation Support Grant are provided to schools in the Free Education Scheme as these schools are not able to derive an income from the charging of fees. Outside of teacher salaries, which are paid directly by my department, per capita grants such as the Science Implementation Support Grant are the main source of income for schools in the Free Education Scheme.

My Department officials will liaise with the school further to address the broader context of their concerns.

Special Educational Needs

Questions (436)

Paul Lawless

Question:

436. Deputy Paul Lawless asked the Minister for Education and Youth to provide a full breakdown of all special classes in County Mayo, including the number of places in each class, current occupancy levels, and projected availability for September 2026; and if she will make a statement on the matter. [33057/26]

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Written answers

Minister of State at the Department of Education and Youth

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.

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: ncse.ie/special-classes.

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 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.

Of the 464 new special classes, 305 are being established in primary schools and 159 in post-primary schools. New special classes are being established in every county with 13 new special classes confirmed for Mayo so far.

Enrolments to individual schools are managed by a school’s board of management.

Parents may apply to enrol their child in a school of their choosing. Enrolments to schools are a matter for each board of management and parents apply directly to schools, therefore, the information requested by the Deputy is held at a local level.

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 (437)

Paul Lawless

Question:

437. Deputy Paul Lawless asked the Minister for Education and Youth the number of children in County Mayo who have been identified by psychologists and SENOs as requiring a special class or special school placement for September 2026; and if she will make a statement on the matter. [33058/26]

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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 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 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.

Of the 464 new special classes, 305 are being established in primary schools and 159 in post-primary schools. New special classes are being established in every county with 13 new special classes confirmed for County Mayo so far.

The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. 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 achieve their full potential.

Special Educational Needs

Questions (438)

Paul Lawless

Question:

438. Deputy Paul Lawless asked the Minister for Education and Youth the number of children in County Mayo who are expected to attend mainstream schools with SNA support in September 2026; and if she will make a statement on the matter. [33059/26]

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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.

Special needs assistants (SNA)s play a central role in the successful inclusion of students with additional and significant care needs in schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.

SNA posts are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the students enrolled whom SNA support has been allocated. This provides schools flexibility in how the SNA support is utilised.

The NCSE has published the SNA allocations for the 2025/26 school year. For ease of reference these allocations are broken down by school type and are available on the NCSE's website: www.ncse.ie/set-hours-and-sna-allocations.

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 (439)

Paul Lawless

Question:

439. Deputy Paul Lawless asked the Minister for Education and Youth to outline the Department's plan to ensure that all children identified as requiring a special class or special school placement in County Mayo for September 2026 will be accommodated; and if she will make a statement on the matter. [33060/26]

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Written answers

Minister of State at the Department of Education and Youth

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. 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 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.

Of the 464 new special classes, 305 are being established in primary schools and 159 in post-primary schools. New special classes are being established in every county with 13 new special classes confirmed for Mayo so far.

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 (440)

Paul Lawless

Question:

440. Deputy Paul Lawless asked the Minister for Education and Youth the ongoing training and support that is provided to teachers and SNAs in County Mayo to enable them to support children with complex needs, particularly in cases where therapy services are understaffed; and if she will make a statement on the matter. [33061/26]

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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.

A range of options are available to teachers and special needs assistants (SNAs) in regard to training opportunities in special education. These are provided within initial teacher education (ITE) programmes for student teachers and teacher professional learning (TPL) programmes for established teachers. Other options include short, flexible on-line opportunities and funding for placement on graduate and post-graduate programmes.

The importance of having special education training in ITE programmes was compounded when my colleague Minister McEntee requested that special education placements become mandatory for student teachers and appropriate modules have been added to programmes to support this measure.

Central to TPL is Oide, a Department of Education and Youth funded TPL service. All Oide TPL programmes are designed and underpinned with the fundamental principles of Universal Design for Learning (UDL), a framework that facilitates the inclusion of all learners to access the school curriculum in a meaningful way.

In addition, the NCSE offer full school support to all staff and provide support for teachers with training needs in special education, through the NCSE support service. This service manages, co-ordinates and develops a range of supports in response to identified training need. Any school who feels it has a training need can contact their local special education needs organiser to arrange training.

This service offers dedicated professional learning opportunities for teachers supporting students with additional needs. The NCSE has also secured the services of Middletown Centre for Autism to deliver support to school staff in special classes for students with autism.

The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people.

In addition, my department has published a range of guidance documents for schools educating students with special educational needs, such as https://gov.ie/en/department-of-education/publications/autism-good-practice-guidance-for-schools-supporting-children-and-young-people/, which are available on gov.ie.

The National Training Programme for SNAs is delivered by the School of Education and the School of Nursing, Health Sciences and Disability Studies at Atlantic Technological University (ATU) St Angela’s College, Sligo. To date, approximately 3,775 SNAs have completed the National Training Programme which is fully funded by my department for all SNAs working in recognised primary, post-primary and special schools.

Separately, as you will be aware my department is currently advancing work on the first SNA Workforce Development Plan which includes the establishment of an SNA Learning and Development Programme. In collaboration with stakeholders this work is now reaching completion and it is expected that the plan will be published shortly.

The NCSE Relate programme launched in February 2025 is a comprehensive resource to support school staff to understand and reframe behaviour. Training with hundreds of schools nationwide has been undertaken and the NCSE has provided a number of resources in which schools can engage which are available on their website: https://ncse.ie/relate. It is also open to schools to contact the NCSE in relation to any training need and arrange training.

Any school who requires guidance or has identified a training need should contact the NCSE who can provide advice. The contact details for local special educational needs organisers (SENOs) are available on the NCSE's 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.

School Transport

Questions (441)

Paul Lawless

Question:

441. Deputy Paul Lawless asked the Minister for Education and Youth to clarify the policy regarding transport provision for special schools; the reason a special school in County Mayo has had to fundraise for a school bus; and if she will make a statement on the matter. [33062/26]

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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. Bus Éireann are required to tender services in line with procurement guidelines and are responsible for the allocating and vetting of a contractor to operate this service.

The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs.

The National Council for Special Education through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my Department on the suitability of placements for children with special educational needs.

Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).

Parents should contact their school principal who will assist in making an application for school transport to the SENO that is affiliated with the school the child is attending.

Further details of this scheme can be found on the Department's website: www.gov.ie/en/service/07a71-school-transport/#children-with-special-educational-needs.

Special Educational Needs

Questions (442)

Noel McCarthy

Question:

442. Deputy Noel McCarthy asked the Minister for Education and Youth whether schools operating under the block grant scheme are considered to be within the special education teaching (SET) allocation model for the purposes of Circular 0013/2026; if so, the reason such schools have not been allocated SET co-ordination hours in line with other schools within that model; if not, the basis on which they are considered outside the model, given that Circular 0014/2017 explicitly includes schools in the free education scheme and the block grant scheme within the special education allocation framework; whether her Department intends to review such a position; and if she will make a statement on the matter. [33063/26]

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Written answers

Minister of State at the Department of Education and Youth

This government is fully committed to supporting children 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 Special Education Teaching (SET) coordination hours advised in Circular 0013/2026 applies to schools that are within the SET allocation model.

This means that the SET coordination hours circular only applies to mainstream classes in post primary schools who are also part of the SET allocation model. The allocation is based pro-rata on schools who receive SET allocation as derived from the SET model.

It is important to emphasise that as Circular 0013/2026 outlines, all post primary schools who are in receipt of special education teaching hours have been allocated coordination hours. The coordination hours are intended to support those schools who are part of the SET allocation model.

The SET allocation model is a distribution model to ensure that the children with the greatest level of need in mainstream can get access to additional teaching support. It provides a transparent means of allocating SET resources to best meet the needs of children and to ensure consistency and equity in the system.

My department and the National Council for Special Education 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.

State Examinations

Questions (443)

Christopher O'Sullivan

Question:

443. Deputy Christopher O'Sullivan asked the Minister for Education and Youth to clarify the anomaly between the fee for Leaving Certificate and the fee charged to repeat the Leaving Certificate; and if she will make a statement on the matter. [33136/26]

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Written answers

Minister for Education and Youth

As part of Budget 2026, the Government has reintroduced examination entry fees at the same rate as when they were last charged in 2019. Fee rates for the 2026 examinations, which have remained unchanged since 2012, are:

• €116 for Leaving Certificate candidates

• €109 for Junior Cycle candidates

Not all families are liable to pay examination fees. Any student with a full medical card, or covered under a parent or guardian’s card, will continue to be fully exempt. This approach strikes a fair balance, maintaining support for those who need it most while restoring a long-standing contribution towards the cost of running the examinations system.

Since the announcement, the State Examinations Commission (SEC) has communicated with candidates and school authorities about the reintroduction of examination fees. The SEC’s online fee collection facility went live on 19 March 2026, providing a user-friendly service for paying the fee or claiming an exemption. The process is straightforward, transparent, and well signposted, with full details available from the SEC at Examination Fees - State Examinations Commission. Phone and email help desk services are available to school authorities and families who need assistance. Students have until the end of April to pay their entry fees and the SEC continues to monitor the situation.

The fee payable in respect of a recognised pupil who remains at school with a view to repeating the Leaving Certificate is €301. Special fees for candidates repeating the Leaving Certificate examinations apply on the basis that it is reasonable to expect those who have already availed of the normal course of post-primary education, and who wish to take the examination again, to contribute towards the cost of providing the necessary resources. Fee alleviation also applies to candidates who are repeating so if they are the holder of a full medical card, or are a dependent of a full medical card holder, they are exempt from the repeat entry fee.

Special Educational Needs

Questions (444)

Christopher O'Sullivan

Question:

444. Deputy Christopher O'Sullivan asked the Minister for Education and Youth if consideration can be given to universal access application to future proof a school’s access (details supplied); and if she will make a statement on the matter. [33137/26]

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Written answers

Minister for Education and Youth

As the Deputy maybe aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.

An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.

The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.

The school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for Special Needs Facilities/ Universal Access works.

As the Deputy may be aware, the EWS does not provide for upgrades, refurbishments or futureproofing.

The school's original application was refused as the application did not fit the remit of the Emergency Works Scheme. However, the option remains open to the school to appeal this decision. Appeals will only be considered if additional relevant information that was not provided as part of the original application is submitted to Departments Emergency Works Team.

It should be noted that the school has a Climate Action Summer Works application for Climate Action & External Environment works. This application remains a valid/live application and is available for consideration/selection for the duration of the scheme. Consideration can be given to incorporate the works associated with future proofing for Universal Access into the CASWS approval should the school wish to pursue that option.

Special Educational Needs

Questions (445, 446, 447, 448, 449, 450)

Grace Boland

Question:

445. Deputy Grace Boland asked the Minister for Education and Youth the current status of the review of the assistive technology scheme for primary and post-primary schools, as referenced in the WHO Assistive Technology Capacity Assessment in Ireland (2026); when revised arrangements are expected to be implemented; whether the revised scheme will move from a diagnosis-led model to a functional, needs-based model of provision; and if she will make a statement on the matter. [33148/26]

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Grace Boland

Question:

446. Deputy Grace Boland asked the Minister for Education and Youth if she will address the WHO report’s finding that assistive technology funded through schools is generally owned by the school rather than the pupil, resulting in loss of access during transitions, including from primary to post-primary education; if she will consider reforms to support student-centred continuity of assistive technology; and if she will make a statement on the matter. [33149/26]

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Grace Boland

Question:

447. Deputy Grace Boland asked the Minister for Education and Youth the actions she is taking, in conjunction with the Department of Health, to ensure that pupils who rely on assistive technology do not experience a loss of equipment, training or support during transitions, including progression to further or higher education; and if she will make a statement on the matter. [33150/26]

View answer

Grace Boland

Question:

448. Deputy Grace Boland asked the Minister for Education and Youth her Department’s role in the proposed cross-departmental National Assistive Technology Programme, recommended in the WHO report; the way such a programme will improve equity, consistency and timeliness of assistive technology delivery in schools; and if she will make a statement on the matter. [33151/26]

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Grace Boland

Question:

449. Deputy Grace Boland asked the Minister for Education and Youth the measures in place to ensure that assistive technology provided to pupils is supported by ongoing training, technical support and follow-up, rather than being limited to initial equipment provision; and if she will make a statement on the matter. [33152/26]

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Grace Boland

Question:

450. Deputy Grace Boland asked the Minister for Education and Youth if she supports the recommendation in the WHO report to establish regional assistive technology hubs, including loan libraries and specialist expertise; whether her Department will engage with this model to support schools dealing with complex assistive technology needs; and if she will make a statement on the matter. [33153/26]

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Written answers

Minister of State at the Department of Education and Youth

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.

Question No. 446 answered with Question No. 445.

Question No. 447 answered with Question No. 445.

Question No. 448 answered with Question No. 445.

Question No. 449 answered with Question No. 445.

Question No. 450 answered with Question No. 445.