Written Answers Nos. 98-111
98. Deputy Ciarán Ahern asked the Minister for Education and Youth to overturn her Department’s decision to refuse an exemption to rule 64(1) for the 2025-26 school year in the case of a pupil (details supplied); and if she will make a statement on the matter. [36390/25]
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.
Special schools funded by my department are classified as primary national schools. They are intended, in accordance with the provisions of rule 64(1) of the Rules for National Schools, to provide an education to children and young people, with special educational needs, aged from 4 years to until the end of the school year in which they reach their 18th year.
Special schools may however seek approval from my department for an exemption from rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation on the National Qualifications Framework.
A request for an exemption from rule 64(1) can only be made by a school where in addition to the above:
The student requires one additional year in order to complete their course
Retaining the student in the school for another school year will not prevent a younger student being enrolled there and
Plans are in place to transition the student to a post-school setting at the end of the school year
Special schools are invited each year to make applications to my department for exemptions from rule 64(1) in respect of students who meet the above criteria. Where the criteria is met, my department will approve the exemptions.
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.
99. Deputy Maeve O'Connell asked the Minister for Education and Youth for an update on the work of her Department in completing the transfer of outstanding functions to the Department of Further and Higher Education, Research, Innovation and Science; and when this transfer will be completed. [36391/25]
Amharc ar fhreagraOfficials in my Department have undertaken significant work, including engaging with officials in the Department of Further and Higher Education, Research, Innovation and Science and in the Office of the Attorney General, in relation to the measures that are needed to give full effect to the transfer of the relevant ministerial functions relating to further education and training. This will require the amendment of primary legislation. Work on heads of the necessary legislation is now at an advanced stage and it is intended to bring forward a Memorandum for Government for approval of the heads of bill shortly.
100. Deputy Jennifer Whitmore asked the Minister for Education and Youth the impact of the special schools redesignation on a school (details supplied); and if she will make a statement on the matter. [36406/25]
Amharc ar fhreagra101. Deputy Jennifer Whitmore asked the Minister for Education and Youth when the changes coming in under the redesignation of special schools will come into place; and if she will make a statement on the matter. [36407/25]
Amharc ar fhreagraI propose to take Questions Nos. 100 and 101 together.
The government is committed to the provision of additional special school places for children with more complex educational needs. Over 300 new special school places are being provided for the coming 2025/2026 school year. Five new special schools are being established in addition to the eleven new special schools opened over the last few years. Special school capacity is also being expanded across a number of special schools.
It is important to note that it is not the intention to exclude children who require a special school place from accessing certain special school settings, but rather allow children with complex educational needs apply to their local special school. Currently, there are instances whereby children with complex needs cannot apply for admission to their local special school simply because they don’t meet the narrow designation of that special school. In that regard, along with providing additional special school capacity, my department and the National Council for Special Education (NCSE) consider that it is necessary to look at the profile of our existing special schools.
This is not a new departure. The NCSE report that over half of mild general learning disability (MGLD) special schools have diversified to allow children with more complex needs in their communities who require a special school setting enrol in their local special school. I wish to thank schools who have worked with us to broaden their designation and my department will continue to support schools in this endeavour so that more special schools can better support children with complex needs in their local community.
There are approximately 30 of our 129 special schools that were originally designated as schools for children with a MGLD. The establishment of these special schools predated the significant expansion in the range of supports offered in mainstream schools through additional special education teaching and special needs assistant resources and through the rapid expansion in special class provision.
It is noted that many of the children enrolling in MGLD special school do so around the transition point from primary to post-primary. The new senior cycle level 1 and level 2 programmes offers a new curriculum pathway for students with special educational needs at post-primary level now also.
Students already enrolled in these schools will not be impacted. Any change in designation will be gradual and will relate to new admissions only.
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.
102. Deputy Sorca Clarke asked the Minister for Education and Youth the average waiting time for a child with ASD to be allocated a place in a special class, including the length of time children are waiting on their local school’s SNA and resources list; and if she will make a statement on the matter. [36446/25]
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.
In order to support the National Council for Special Education (NCSE) and forward planning my department recently published Circular 0039/2025. This circular informs school management and patrons of new measures introduced to support forward planning going forward and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October has been set in which parents must do so. This notification will provide the NCSE with valuable insights as to which children will continue to require a special class as they progress to post primary level and details on students who require a place for the first time. The earlier date will also allow for earlier sanctioning of classes for the 2026/27 school year, and it is the aim of the NCSE to sanction the majority of new special classes by 31 December 2025.
The NCSE has advised that just under 3,300 valid notifications were received by mid-February via their new parent notify service. Some of these notifications were children already known to the NCSE however, many others were new. Also, while parents were asked to notify the NCSE by mid-February the NCSE continues to receive notifications and continues to review reports and recommendations for specialist placement as appropriate.
The allocations of special education teaching posts for the next school year were published on 11 February and all schools received an email notification from the NCSE of their allocation. All schools have been informed of their special needs assistants allocation for the 2025/26 school year also.
The department recognises the importance of providing well-timed and appropriate support to students with identified learning needs.
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.
103. Deputy Albert Dolan asked the Minister for Education and Youth the number of general learning disability classes currently being provided at both primary and post-primary school level throughout the country; and if she will make a statement on the matter. [36474/25]
Amharc ar fhreagraEnabling children with special educational needs to receive an appropriate education 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 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.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs.
Of the 3,335 special classes nationwide, 50 are designated by the NCSE for students with a Mild General Learning Disability (MGLD), 36 at primary level and 14 are at post primary level. These classes can accommodate up to 11 students each.
Where the NCSE identify demand for a special classes for children with a MGLD classes will be sanctioned in line with the overall policy on an inclusive education.
In addition to these special classes there are 30 special schools that were originally designated as schools for children with a MGLD. Many of these schools have diversified over time to allow children with more complex needs in their communities who require a special school setting enrol in their local special school. There are approximately 3,400 children enrolled in these special schools.
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.
104. Deputy Albert Dolan asked the Minister for Education and Youth at a national level, the number of children with Down syndrome currently enrolled in five distinct settings (details supplied). [36475/25]
Amharc ar fhreagra106. Deputy Albert Dolan asked the Minister for Education and Youth the number of applications or expressions of interest received in the past year from parents or schools for access to mild and moderate general learning disability classes in children’s local area schools, which have not resulted in the opening of such classes; and if she will make a statement on the matter. [36477/25]
Amharc ar fhreagraI propose to take Questions Nos. 104 and 106 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 NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I have forwarded this issue to them for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at: oireachtasqueries@ncse.ie
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.
105. Deputy Albert Dolan asked the Minister for Education and Youth whether a review has been undertaken of the educational provision for children with mild and moderate general learning disabilities (GLD) in mainstream schools since the introduction of the General Allocation Model in 2005, which saw the suppression of GLD classes in primary schools; if not, the reasons for this lack of review; and if she will make a statement on the matter. [36476/25]
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.
Special classes are 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. It is my department's policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
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 appropriate education.
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. My department works closely with the NCSE on the forward planning of new special classes and additional special school places. 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.
Where the NCSE identifies need for a moderate general learning disability class, these classes are sanctioned, and supports are provided by my department to ensure the school can accommodate the class. Through the new parents notification process, the NCSE have a clearer lens on the level of need for special class and special school places. The vast majority of children and young people known to the NCSE seeking a special class place have a diagnosis of autism.
Looking forward my department and the NCSE have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2026/27 school year and beyond.
The department and the NCSE continues to make a range of supports available for schools opening special classes which include the provision of teacher and special needs assistant (SNA) resources, enhanced capitation grants, assistive technology grants, the school transport scheme, dedicated training and guidance and resource documents. The earlier a school agrees to establish a new special class the more time that is available to access training, complete any refurbishment works, recruit new staff and complete admissions processes.
The Special Education Teaching (SET) Allocation Model is a standardised allocation model that provides schools with additional teaching hours to support the teaching needs of students in mainstream classes.
When the model was introduced, it replaced a diagnosis led model with one based on need. This ensures the allocation supports all children that require a level of additional teaching support as identified through the Continuum of Support framework.
The department recognises the importance of providing well-timed and appropriate support to students with identified learning needs.
The special education teaching (SET) allocation for mainstream schools provides a single unified allocation for special educational support teaching needs to each school, based on the educational needs profile of each school.
Schools are front-loaded with ring-fenced SET resources for the purpose of supporting students with an identified special education learning need. The allocation allows schools to provide additional teaching support for students who require such support.
It is a matter for schools to deploy SET resources effectively to meet the needs identified in Student Support Plans, based on the continuum of support framework. SET hours should only be used for their intended purpose to support students with a special education learning need.
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.
107. Deputy Albert Dolan asked the Minister for Education and Youth the steps being taken to support children with mild or moderate general learning disabilities (GLD) in mainstream schools, given the limited establishment of GLD classes in primary schools and the increasing necessity for families to seek placement in special schools, often far from their communities; and if she will make a statement on the matter. [36478/25]
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.
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
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 appropriate education.
The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive.
By the end of the year there will be close to 21,000 special educational teachers and 23,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This will mean we will have over 44,000 teachers and SNAs working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
The NCSE has sanctioned 399 of the 400 new special classes for the 2025/26 school year. The NCSE is confident that this new provision when added to the existing provision will meet the known demand for the 2025/26 school year. I implore any parent who has not contacted the NCSE and is seeking a special educational placement to contact the NCSE as soon as possible.
Local special educational needs organisers (SENOs) are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENOs directly using the contact details available on the NCSE website.
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 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.
108. Deputy Albert Dolan asked the Minister for Education and Youth the measures in place to support the transition of children with general learning disabilities (GLD) from primary to post-primary education, particularly where a child has had access to a GLD class or significant special educational needs support in primary school, but faces exclusion from post-primary schools in their catchment area due to the absence of appropriate GLD classes; and the reason special educational needs organisers are not ensuring that such classes are being established in post-primary schools to meet known local demand. [36479/25]
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.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. Last year my department issued a circular to all schools setting out new measures to support the forward planning of special education provision. Included in this circular was a reminder of the need for post-primary schools to continue planning for this level of provision.
In order to support the NCSE and forward planning my department recently published Circular 0039/2025. This circular informs school management and patrons of new measures introduced to support forward planning going forward and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October has been set in which parents must do so. This notification will provide the NCSE with valuable insights as to which children will continue to require a special class as they progress to post primary level and details on students who require a place for the first time. The earlier date will also allow for earlier sanctioning of classes for the 2026/27 school year, and it is the aim of the NCSE to sanction the majority of new special classes by 31 December 2025.
My department recognises the importance of supporting student transitions into and from school settings while ensuring that students with more complex needs are supported optimally.
The National Strategy and Action Plan for Lifelong Guidance is about helping people to make better choices about their education, career and life choices, through information, advice and guidance counselling services. The proposals in the action plan include providing guidance delivered by appropriately trained professionals for students in special schools for the first time.
In addition, the NCSE has published transition guidelines between all stages of education that are designed to assist parents to support their children to make successful transitions.
My department has two pilot programmes to support students to make optimal transitions from school. Both pilots have been expanded and the programmes remain subject to an ongoing external evaluation.
In addition, Budget 2025 has provided funding for specific targeted supports for children transitioning into new school settings.
Through the parental notification process, the NCSE have a clearer lens on the level of need for special classes and the highest level of need continues to be from children and young people with autism.
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.
109. Deputy Tom Brabazon asked the Minister for Education and Youth the number of first year places offered for the 2025-2026 school term for post primary schools within the Donaghmede Dublin 13 school planning area. [36507/25]
Amharc ar fhreagraThe provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority of mine.
Requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
It is important to note that where enrolment pressures arise, it may not always be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications
• School of choice
• Single sex schools
• External draw
Notwithstanding the above, in some areas demographic pressures and other factors are driving a requirement for additional school places.
The Department’s analysis of the Donaghmede_Howth_D13 school planning area shows there are more first year places available than sixth class children. The availability of places is a matter for each individual school in the context of their Admissions legislation. The information referred to can be found on the Admissions Notices of each school which should be available via the school’s websites.
As the Deputy may be aware, the Educational Welfare Services of the Child and Family Agency, Tusla, is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers. Contact details are available on Tusla’s website.
I want to assure the Deputy that my Department will keep the school place requirements in the Donaghmede_Howth_D13 school planning area, as with others across the country, under review.
110. Deputy Tom Brabazon asked the Minister for Education and Youth the projected number of junior infant enrolments in the Donaghmede Dublin 13 school planning area for September 2025, September 2026 and September 2027, in tabular form. [36508/25]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas (SPA)and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The Donaghmede_Howth_D13 school planning area has 17 primary schools. The actual junior infant enrolments across the 17 schools for 2024 was 549. This is currently projected to increase in 2025 to 589, and in 2026 is projected to increase to 601, with a projected decrease in 2027 of 555.
|
School Planning Area |
Projected JI 2025 |
Projected JI 2026 |
Projected JI 2027 |
|
Donaghmede_Howth_D13 |
589 |
601 |
555 |
However, details on actual places offered for September 2025 is held by primary schools only and not in the department.
I wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
111. Deputy Tom Brabazon asked the Minister for Education and Youth the names of schools that are providing the summer education programme in the Dublin 5, 13 and 17 postcode areas, in tabular form. [36509/25]
Amharc ar fhreagraDetails of this year’s School-based Summer Programme were published on the 13th of February 2025. Funding of €62 million was secured in Budget 2025 to ensure the continuance of the €40 million annual investment that has been provided for since 2021. As in previous years, all of the funding will be utilised to meet the needs of our most vulnerable children.
All schools have an opportunity to run a programme over the summer months for those children who need it the most so that these children can continue to be supported, nurtured and encouraged to engage in a fun and inclusive educational setting.
The main priority again in 2025 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme. Where their school is not running a Summer Programme or a place on a school-based programme is unavailable, the Home-based programme is also available for pupils with complex special educational needs.
The Online Registration Portal for the 2025 School-based Summer Programme closed on the 11th of April 2025. Currently, more than 1,800 schools have registered for more than 2,000 schemes in the 2025 Summer Programme.
A breakdown of the schools who have registered to run the 2025 School-based Summer Programme in the Dublin 5, 13 and 17 postcode areas are listed in the table at the link below.
*DEIS Primary Schools have the option to run one or more schemes as part of their School-based Summer Programme, such as the Primary School Scheme and DEIS Literacy & Numeracy Summer Camps. The number of primary schools listed does not necessarily indicate the number of schemes they have opted to participate in.
The final breakdown in relation to school participation will only be available after all summer programmes have concluded.
