Dáil Éireann Debate, Tuesday - 29 September 2026
368. Deputy Barry Ward asked the Minister for Education and Youth her views on the need to distinguish between exception and twice exception students as part of the Saibhriú pilot programme as outlined in her previous reply. [68119/26]
View answerIt is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs, including those students with twice exceptional abilities are supported in mainstream classes along with their peers, with additional supports provided as necessary. The Saibhriú pilot programme is currently testing best practice and will inform future policy in the area of students with exceptional and twice exceptional abilities. The programme aims to support schools to identify and meet the needs of students with exceptional abilities, including those who are twice exceptional.
The 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 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.
The NCSE provides support for teachers with additional training needs in the area of special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs.
This included Teacher Professional Learning (TPL). The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers.
Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website, www.ncse.ie/teachers/teacher-professional-learning/.
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.
