Written Answers Nos. 487-506
487. Deputy Ken O'Flynn asked the Minister for Education and Youth the total number of behaviour support practitioner posts approved nationally for special schools; the number currently filled; the number vacant; the average time from approval to commencement of service; and if she will make a statement on the matter. [36726/26]
View answer488. Deputy Ken O'Flynn asked the Minister for Education and Youth whether any service-level targets or performance indicators apply to the filling of behaviour support practitioner posts once approved by the NCSE; and if not, whether such targets are under consideration; and if she will make a statement on the matter. [36727/26]
View answer489. Deputy Ken O'Flynn asked the Minister for Education and Youth the current status of the behaviour support practitioner post allocated to a school (details supplied); whether the post has commenced; and if not, the reason for the delay and the expected commencement date; and if she will make a statement on the matter. [36728/26]
View answerI propose to take Questions Nos. 487, 488 and 489 together.
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, 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.
490. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of eligible referrals to the iScoil programme that were refused in each academic year since 2022/2023; the principal reasons for refusal; whether alternative educational provision was offered in each case; and if she will make a statement on the matter. [36729/26]
View answer491. Deputy Ken O'Flynn asked the Minister for Education and Youth whether she is satisfied that the absence of a waiting list for iScoil provides adequate transparency and accountability in circumstances where eligible referrals are refused due to funding or capacity limitations; and if she will make a statement on the matter. [36730/26]
View answer492. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department has assessed the need for an interim educational pathway for children on reduced timetables, limited home tuition or without a secured school place who do not meet current eligibility criteria for iScoil; and if she will make a statement on the matter. [36731/26]
View answerI propose to take Questions Nos. 490, 491 and 492 together.
The iScoil programme is an autonomous online learning community for young people who are out of school and who require a flexible, personalised learning approach. It works primarily with students aged 13 to 16 who have been out of school for six months or more and aims to support re-engagement, accreditation and progression back to school, further education or training.
Access to iScoil is by referral only through the Tusla Education Support Service (TESS) Educational Welfare Service. All referrals to iScoil must be submitted by an Educational Welfare Officer (EWO) for young people aged 13-16 (inclusive) who have been out of school for a minimum of 6 months and have not completed the Junior Cycle or equivalent. There must be clear evidence on all referrals that a return to school is not viable and that all interventions have been attempted. Referrals are considered at three home-based intake points each year. At each Referral Panel meeting, the evidence provided in each referral is assessed and available places are allocated to those young people presenting with the highest level of need.
The number of eligible home-based referrals and the number of eligible referrals that were not offered a place in each academic year since 2022/23 are set out below.
|
Academic Year |
Number of eligible home-based referrals |
Number of eligible home-based referrals turned down |
|
2025/2026 |
344 |
134 |
|
2024/2025 |
315 |
117 |
|
2023/2024 |
241 |
55 |
|
2022/2023 |
181 |
75 |
|
Totals |
1081 |
381 |
All of the referrals included in the above table met the eligibility criteria for iScoil. The principal reason that these young people are not offered a place is that there are a limited number of places available relative to demand. As iScoil is a registered charity, it relies on grant-in-aid from my Department together with philanthropic funding to operate. Were additional funding available, more places could be provided. In recognition of the increasing demand for placements in the programme, my department has significantly increased support for iScoil in recent years. Department funding has increased from €395,000 in 2021, supporting 80 places, to €1,210,000 in 2026, supporting up to 250 places under the current Service Level Agreement. This reflect the departments commitment to expanding capacity for this vulnerable cohert of students.
iScoil does not operate a waiting list. I am satisfied that this approach is appropriate, as places are allocated at each intake to those with the highest level of need based on the evidence presented at that time. A waiting list could result in a young person with more acute needs being placed behind those whose referrals were submitted earlier. In addition, where a referral is unsuccessful, responsibility remains with the TESS to continue working with the young person and their family to identify other supports, rather than prolonging the period without educational engagement.
Young people who are eligible for iScoil remain enrolled in their schools and continue to have access to the supports available through their schools including, where appropriate, the Special Education Home Tuition Grant Scheme. Responsibility for supporting a young person who is not offered an iScoil place remains with TESS.
My Department recognises that there are children and young people on reduced timetables, receiving limited home tuition, or awaiting a suitable school placement who may not meet the current eligibility criteria for iScoil. These students continue to be supported through schools, the National Educational Psychological Service, the National Council for Special Education and TESS.
My Department keeps the range of educational supports available to children and young people under ongoing review, including the needs of those who are temporarily unable to access full-time mainstream education. The forthcoming independent evaluation of iScoil, together with continued engagement with relevant stakeholders, will help inform future policy considerations regarding the development of additional interim educational pathways for this cohort.
493. Deputy Colm Burke asked the Minister for Education and Youth the current status of a school's (details supplied) application under the emergency works scheme; when decisions will be issued in the case as the works are urgently needed by the school and its pupils before the winter arrives, which could do severe damage to the prefabs; and if she will make a statement on the matter. [36860/26]
View answerThe school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for fabric defect works.
The application in question is currently being reviewed by the technical area within the EWS. Once a technical recommendation has been received back from the technical team, the EWS team will engage further with the school as appropriate. The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
494. Deputy Paula Butterly asked the Minister for Education and Youth the supports that are currently in place and provided by her Department or agencies within her Department to support BOTPs and Ukrainian citizens; and if she will make a statement on the matter. [36906/26]
View answerMy Department has put in place a range of supports for pupils who are Beneficiaries of Temporary Protection (BOTP) arriving from Ukraine, as well as those in the International Protection (IP) process.
Regional Education and Language Teams (REALT) were established in March 2022, as part of the whole of Government response to the outbreak of war in Ukraine, to support Ukrainian families with children of school going age arriving in Ireland. The REALT are hosted by the 16 Education and Training Boards (ETBs). Each REALT has a co-ordinator and, in order to ensure good coordination across the sector, the membership of the REALT included the Inspectorate, TESS (Tusla Education Support Service), education centres, the National Educational Psychology Services (NEPS), the National Council for Special Education (NCSE), Bus Éireann, Social Inclusion and Community Activation Programme (SICAP) and school management bodies. In November 2022 the remit of the REALT was extended to include supporting families in the International Protection process.
My department greatly appreciates the on-going work of schools in welcoming children from Ukraine and those in the International Protection process. To support this work, additional resources are made available to schools enrolling these pupils. Schools with 10 or more pupils from Ukraine or pupils in the International Protection process may apply for?additional?Special Education Teachers (SET) resources. Where a school enrols 15 or more such pupils, it may also apply for additional Special Needs Assistant (SNA) support, to a maximum of 25 teaching hours per week and a maximum of 3 SNAs on a temporary basis.
In addition, all newly arrived pupils who require support with English are entitled to English as an Additional Language (EAL) provision. This includes an allocation of EAL hours for an initial period of two years, with the option of a third year where necessary.
In the 2025/26 school year, my department allocated an additional 1,103 EAL posts to support pupils with English language needs. A further 237 SET posts were provided specifically to support the education of pupils from Ukrainian and in the International Protection process, 129 at primary level and 108 at post-primary level. My department has also allocated an additional 328 SNA posts to assist schools in supporting the education and integration of these pupils.
495. Deputy Mark Wall asked the Minister for Education and Youth for an update regarding a homeschooling request for a family in County Kildare (details supplied); and if she will make a statement on the matter. [36923/26]
View answerMy department's Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, it is intended to be a short term intervention.
The Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. Circular 0047/2025 provides information in relation to the 2025/2026 Home Tuition Grant Scheme and can be accessed by clicking on the following link: []https://assets.gov.ie/static/documents/Circular_0047-2025_Home_Tuition_Grant_Scheme_2025_2026__Special_Education_Component.pdf
The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for:
(a) Pre-School Children with autism who meet the scheme’s eligibility criteria
(b) Children seeking a Special School or Special Class placement
(c) Students, enrolled in schools, with a significant medical condition, which has caused, and is likely to continue to cause, major disruption to their attendance at school
(d) Students, enrolled in schools, with school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school
In relation to applications in respect of students with a significant medical condition, the principle that home tuition cannot be provided as an alternative to school applies.
Eligibility is assessed having regard to, although not limited to, the following criteria
• The student’s attendance levels during the previous school year.
• A relevant medical /relevant professional report - a separate report may be requested in some cases if required.
In exceptional cases, in recognition of significant and immediate circumstances, the Department will consider home tuition hours to compensate for a period of absence occurring in the current school year on a case by case basis. Home tuition hours in these circumstances are provided on a once off basis to compensate for a period of absence from school. Therefore this period of absence will not attract home tuition hours if an application for home tuition is made in the next school year.
Generally, grant aid based on a range of between 2 and 10 hours tuition may be approved with the allocation reflecting the level of attendance in the previous school year, and whether the attendance was at primary or post primary level. As a general guide, up to 5 hours may be granted to children at primary level while students at post primary level may be granted between 2 and 7 hours, and students sitting their Leaving Certificate Examinations may be granted between 2 and 10 hours.
Regarding the child referenced by the Deputy, while a Home Tuition application was sanctioned in the past, the Department has no record of receiving an application for the current school year. I understand that Department officials have contacted you, and are willing to reach out to the parent to provide the necessary information and assistance.
496. Deputy Jennifer Whitmore asked the Minister for Education and Youth whether a school (details supplied) was designed and constructed in compliance with relevant planning and design guidelines for existing developments, including minimisation of overlooking and loss of privacy for adjoining landowners; and if she will make a statement on the matter. [36925/26]
View answerThe permanent building project for the school referred to by the Deputy has delivered a new 1,000 pupil post-primary school with accommodation, including 6 classrooms for children with special educational needs.
The project was delivered under the department’s Design & Build programme.
An application for planning permission for the development of a post-primary school at Glenheron was lodged by Cairn Homes Property Limited in February 2022, and the school project secured grant of planning permission from the local authority on 19/05/2022, following which the department tendered for a contractor based on the approved planning permission.
The letter of acceptance (LOA) was issued to the successful contractor on 31/05/2024, which allowed the contractor to mobilise on site.
The Local Authority has confirmed that the Greystones Community College school development complies with the grant of planning permission.
The Department understands that the Local Authority has engaged with both the housing and school developers, and they will consider possible solutions to address the residents concerns.
497. Deputy Michael Lowry asked the Minister for Education and Youth to review the case of a person (details supplied); and if she will make a statement on the matter. [36939/26]
View answerOfficials of the Pension Unit of my Department are familiar with the case in question.
The query relates to a period of time in which the member carried out volunteer work abroad. In order for this service to be considered pensionable, the individual must be a member of the pension scheme at the time the voluntary work is undertaken, and the relevant organisation had agreed to fund the cost of making the service pensionable. Unfortunately, the individual concerned was not a member of a pension scheme at that time and therefore this service cannot be considered for the pension purposed.
Officials from my Department will contact both, the person concerned, and their current employer to clarify the matter.
498. Deputy Eoin Ó Broin asked the Minister for Education and Youth further to Parliamentary Question No. 305 of 6 May 2026, to confirm the total cost to her Department arising from the remediation of defects across the 40 new school builds; and the breakdown of the schools by local authority area. [37116/26]
View answerMy Department continues to liaise with the Chief State Solicitor’s Office and the Attorney General’s Office on the on-going legal process related to all 40 schools built by the contractor involved. Given that these matters are currently before the Courts, it is not appropriate to comment on costs.
The 40 Schools affected and where they are located are listed in the table immediately below
|
Cork |
Macroom Boys National School, Sleveen East, Macroom, Co. Cork |
|
Cork |
Carrigaline ETNS, Kilnaglery, Carrigaline, Co. Cork |
|
Cork |
Gaelscoil Mhichil Ui Choileain Fernhill Rd, Maulnaskehy, Clonakilty, Co. Cork |
|
Cork |
Scoil Phadraig Naofa, Foxwood, Mounthovel, Rochestown, Co Cork |
|
Cork |
Cara Jnr Special School, Banduff Rd, Mayfield Cork |
|
Donegal |
Letterkenny ETNS, Kiltoy, Letterkenny, Co. Donegal |
|
Dublin |
Gaelscoil Shliabh Rua, Ballyogan Rd, Sandyford, Dublin |
|
Dublin |
Griffeen Valley ETNS, Griffeen Glen Blvd, Esker South, Lucan |
|
Dublin |
Rush & Lusk Educate Together National School, Hanna's Avenue, Blakes Cross, Corduff, Lusk, Co. Dublin |
|
Dublin |
Ardgillan Community College, Castleland, Balbriggan, Co. Dublin |
|
Dublin |
Tyrrelstown ETNS, Hollywood Road, Tyrrelstown, Dublin |
|
Dublin |
Lucan East Educate Together National School, Griffeen Avenue, Lucan, Co. Dublin |
|
Dublin |
St. Luke's NS Hollywood Road, Tyrrelstown, Dublin 15 |
|
Dublin |
Castlemills Education Centre, Clogheder, Balbriggan, Dublin |
|
Dublin |
Gaelscoil Eiscir Riada, Lucan, Dublin |
|
Dublin |
Broombridge ETNS (Cabra Primary School) 275-335 Bannow Rd, Dublin Northside, Dublin 7 |
|
Dublin |
Lucan CNS, Griffeen Ave, Balgaddy Road, Lucan, co. Dublin |
|
Dublin |
Scoil Aoife CNS, City West Drive, City West Dublin |
|
Dublin |
Scoil Chaitlin Maude, Hazelgrove, Kiltalown, Dublin 24 , |
|
Dublin |
Firhouse ETNS, Ballycullen Drive, Firhouse, Dublin 24 |
|
Dublin |
GS Teach Giuise, Ballycullen Dr, Firhouse, Dublin 24 |
|
Dublin |
Scoil Choilm, Poterstown Rd, Porterstown |
|
Dublin |
Luttrellstown Community College, Porterstown Road, Clonsilla, Annfield, Dublin 15 |
|
Galway City |
Galway ET, Thomas Hynes Rd, Newcastle, Galway |
|
Kildare |
Scoil Phadraig Naofa, Tomard, Athy, Co. Kildare |
|
Kildare |
Athy Model School, Rathstewart, Athy, Co. Kildare |
|
Kildare |
GS Atha Í, Tomard, Athy, Co. Kildare |
|
Kildare |
GS Mhic Aodha, Melitta Road, Kildare Town, Co. Kildare |
|
Laois |
Presentation Primary School Portarlington, Station Road, Portarlington, Co. Laois |
|
Laois |
Maryborough National School, Sumerhill Portlaoise, Co. Laois |
|
Laois |
Gaelscoil Portlaoise, Summerhill, Downs, Portlaoise, Co. Laois |
|
Laois |
Portlaoise Educate Together, Downs, Portlaoise, Co. Laois |
|
Meath |
St Pauls NS, Jamestown, Ratoath, Co. Meath |
|
Meath |
GS Tulach na Og, Rooske Rd, Castlefarm, Dunboyne, Co. Meath |
|
Meath |
De Lacy College, Killegland, Ashbourne, Co. Meath - |
|
Meath |
Gaelscoil na Mí, Ashbourne, Killegland, Ashbourne, Co. Meath |
|
Meath |
Ashbourne ETNS, Killegland, Ashbourne, Co. Meath |
|
Westmeath |
Mullingar Educate Together National School, Rathgowan, Mullingar, Co. Westmeath |
|
Wexford |
St Joseph's NS,Creagh, Gorey, Co. Wexford |
|
Wicklow |
Gaelscoil na gCloch Liath, Coolagad, Co. Wicklow |
499. Deputy Robert O'Donoghue asked the Minister for Education and Youth if she is aware of the case of a child (details supplied) who is at risk of losing their school place due to the absence of a current psychological assessment required for special school applications; and if she will make a statement on the matter. [37131/26]
View answer500. Deputy Robert O'Donoghue asked the Minister for Education and Youth the steps her Department will take to ensure that a child cannot be left without a school placement because a public psychological assessment has not been provided (details supplied); and if she will make a statement on the matter. [37132/26]
View answer501. Deputy Robert O'Donoghue asked the Minister for Education and Youth if she will intervene in cases where a Special Educational Needs Organiser (SENO) has confirmed eligibility for a special school placement, but the child (details supplied) cannot apply due to the absence of a psychological report; and if she will make a statement on the matter. [37133/26]
View answer502. Deputy Robert O'Donoghue asked the Minister for Education and Youth the reason parents are required to obtain private psychological assessments in order to access special school placements where the State has failed to provide assessments through public disability services; and if she will make a statement on the matter. [37134/26]
View answerI propose to take Questions Nos. 499, 500, 501 and 502 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.
As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply.
The Department of Education and Youth is committed to an education-based, needs-led approach to accessing education services. Children and young people in the education system have never required an Assessment of Need (AON) in order to access education supports. Since 2017, children and young people in mainstream schools have not required a diagnosis to access supports from the 15,000 special education teachers in our school system. The department has also removed the need for health-related information for special education teaching allocations, transitions between primary and post-primary special classes, assistive technology supports, and additional SNA requirements. A diagnosis is currently still required for access to a special school or class place.
Looking ahead, the department will develop a process for determining eligibility for specialist education settings that is education-based and needs-led. The department intends to work with all concerned to ensure a child centred approach.
Each school prepares and publishes their own admissions policy and runs their own admissions process in line with the Admissions Act. Individual schools will determine the outcome of applications received by them in accordance with their own admissions policy and procedures.
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.
503. Deputy Robert O'Donoghue asked the Minister for Education and Youth the emergency measures available for children who are deemed unsuitable for mainstream education and ASD units but who cannot access a special school placement due to administrative delays or lack of places; and if she will make a statement on the matter. [37135/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
My department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an education that meets their needs.
The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children and young people with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support in their schools and for schools to deploy resources based on each student’s individual learning needs.
In addition, special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
When allocating resources schools take into account the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored, by the school, to the individual’s needs, rather than being generic to a specific difficulty, disability or condition.
My department also provides funding for assistive technologies for students where they are required. Information on these supports is available also via the local SENO.
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. To date, 504 new special classes have been sanctioned by the NCSE for 2026/27. This is a number of months ahead of last year and should provide greater clarity for parents.
Further details on additional new special classes will be confirmed in the coming weeks. Details of the new special classes are available on the NCSE website.
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.
504. Deputy Louis O'Hara asked the Minister for Education and Youth whether a school transport ticket can be processed (details supplied); and if she will make a statement on the matter. [37137/26]
View answerBus Éireann is responsible for the planning, timetabling of school transport routes and issuing of tickets on behalf of the Department of Education and Youth.
Bus Éireann has confirmed that transport has been arranged for the pupil referred to by the Deputy for the remainder of the 2025/26 school year.
505. Deputy Richard Boyd Barrett asked the Minister for Education and Youth if she will consider a proposal from a school (details supplied) which would create extra recreational space for the schoolchildren and free up land in the existing boundary for the creation of a number of special classes; if she will commit to exploring the proposal with the principal and engage in talks with the landowner; and if she will make a statement on the matter. [37138/26]
View answerI can confirm that the department is in receipt of a proposal from the school in question to acquire additional land.
My department has approved an extension and refurbishment building project for the development of a 17-classroom primary school with 3 special educational needs classes at the school referred to by the Deputy.
This major project is currently at Stage 2(a) of architectural planning. The Stage 2a report was submitted to the department on 27th February 2026 and department officials will carry out a due diligence review in due course. The department is satisfied that this development is feasible on the school’s existing Patron owned site.
Any proposal to acquire additional land to extend the school site to provide recreational space is a matter for the school Patron as owner of the site.
506. Deputy Albert Dolan asked the Minister for Education and Youth the highest amount of funding approved or issued by her Department for the provision of a modular classroom in 2026; the details of the project or school to which this funding related; and if she will make a statement on the matter. [37140/26]
View answerThe Department of Education and Youth has a number of frameworks in place to deliver modular accommodation, all utilising modern methods of construction for the provision of primary, post primary and special education needs (SEN) school accommodation. The Department has a strong focus on value for money in all of its building projects. In general terms, the cost of modular accommodation can be similar to traditional building in medium to larger scale projects (over 200m2). For smaller projects economies of scale mean it can be more expensive. The benefits of modular in relation to quality, consistency and speed of delivery of teaching spaces must be weighed up against the cost, when considering overall value for money and the most appropriate approach in a particular school context.
