Dáil Éireann Debate, Thursday - 26 June 2025
237. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth her views on the discrepancy between the proportion of general learning disability classes and ASD special classes; if she will make public the data used to make these allocations; and the reasons for this discrepancy. [35080/25]
Amharc ar fhreagraThis 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 vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children 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 promotes that children will be supported to receive an education in the most inclusive setting possible.
My department has significantly increased the resources available to support children with special educational needs in mainstream provision. For the 2025/26 school year there will be 15,000 special education teachers and over 12,500 special needs assistants (SNAs) in schools supporting students in mainstream classes.
For children with more complex needs special class and special school places are provided. This provision is established under a particular designation of student need, e.g., Mild/Moderate/Severe to Profound Learning Disability or for particular conditions e.g. Autism or Deaf/Hard of Hearing. Enrolment into these classes is closely linked to its designation. This ensures that these classes continue to meet the needs of the students for which they were intended and for this reason, a diagnosis and/or professional report is required in order for students to be enrolled.
The number of children with a report or recommendation for placement in an autism class continues to grow.
My department works closely with the NCSE on the forward planning of new special classes and additional special school places. The need for special educational provision is identified with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability.
Where the NCSE identify demand for a special class the NCSE sanction the class and my department provides supports to the school to ensure the school can accommodate that class. Under the new parents notification process, the NCSE now have a clearer lens on the level of need for special class and special school places in local areas. The vast majority of children becoming known to the NCSE have a diagnosis of autism and a recommendation for either a special class or special school place.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
