Dáil Éireann Debate, Tuesday - 1 April 2025
396. Deputy Grace Boland asked the Minister for Education the number of reading school places available in primary schools in Skerries, Rush, Lusk, Balbriggan, Garristown, Naul, Oldtown, Ballyboughal, Rolestown, Meakstown, St. Margaret’s and north Santry, in tabular form; and if she will make a statement on the matter. [15268/25]
Amharc ar fhreagra397. Deputy Grace Boland asked the Minister for Education the number of reading school places available in primary schools in Swords, in tabular form; and if she will make a statement on the matter. [15269/25]
Amharc ar fhreagra398. Deputy Grace Boland asked the Minister for Education the number of children on waiting lists to access a reading school place in Skerries, Rush, Lusk, Balbriggan, Garristown, Naul, Oldtown, Ballyboughal, Rolestown, St. Margaret’s, Meakstown and north Santry, in tabular form; and if she will make a statement on the matter. [15270/25]
Amharc ar fhreagra399. Deputy Grace Boland asked the Minister for Education the number of children on waiting lists to access a reading school place in Swords, in tabular form; and if she will make a statement on the matter. [15271/25]
Amharc ar fhreagra400. Deputy Grace Boland asked the Minister for Education if she will provide details of plans to open additional reading school places in Skerries, Rush, Lusk, Balbriggan, Garristown, Naul, Oldtown, Ballyboughal, Rolestown, St. Margaret’s, Meakstown and north Santry for the 2025/2026 academic year; and if she will make a statement on the matter. [15272/25]
Amharc ar fhreagra401. Deputy Grace Boland asked the Minister for Education if she will provide details of plans to open additional reading school places in Swords for the 2025/2026 academic year; and if she will make a statement on the matter. [15273/25]
Amharc ar fhreagraI propose to take Questions Nos. 396, 397, 398, 399, 400 and 401 together.
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 National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
The attached document provides a list of the fourteen reading classes and four special schools that support students with severe dyslexia and I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools to support students with specific learning disabilities.
In working to develop a more inclusive education system, we want to support students to attend their local mainstream schools. This means that children can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this. In practical terms this means schools get a substantial additional teaching allocation to support children with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with severe dyslexia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year to teachers to attend post-graduate special education needs programmes. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. 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 with literacy difficulties, including dyslexia.
Funding is also made available to schools for the purchase of specialised equipment to assist children. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
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 reach their full potential.
