Dáil Éireann Debate, Wednesday - 20 May 2026
134. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if her Department is considering a data-sharing arrangement with the Department of Health to facilitate forward planning in the area of special education; and if she will make a statement on the matter. [38101/26]
View answerThe 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.
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.
Students with Developmental Language Disorder (DLD) or Speech Sound Disorder (SSD) have access to speech therapy services either through the speech and language therapy services provided in special class settings by the Health Service Executive (HSE), or through the HSE’s primary care service. There are currently 64 []special classes nationwide for students with a DLD or SSD.
As the HSE provide speech and language therapy to students in these classes the opening and retention of such classes is contingent on the availability of HSE resources. For this reason, close engagement and coordination occurs among stakeholders at a local level.
It is important to me and this Government that we build on the initiatives recently introduced to ensure that no matter where a child is enrolled, they have access to the required supports to enable them to achieve their educational goals. An example of this is the Educational Therapy Support Service (ETSS) which sees 39 occupational and speech and language therapy posts embedded within the NCSE. The service is designed to build the capacity of teachers (and other school personnel as relevant) to provide as effectively as possible for the needs of all students.
While the provision of clinical therapy supports to children is the responsibility of the HSE, my department is working with the Department of Health, the Department of Children, Disability and Equality and the HSE to develop and strengthen more coherent structures to enable children and young people to access therapeutic supports across both health and education.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
